Investigation On Foreign Students’ Acquisition Of Chinese Modal Auxiliaries Based On HSK Dynamic Corpus And A-grade Words Of Syllabus Of Graded Words And Characters For Chinese Proficiency

The modal auxiliaries have always been a disputed part in the study of Chinese language. Linguists hold different opinions on its concept, scope and classification etc. But meanwhile, in people’s daily life and communication, the modal auxiliaries have been using in a high frequency. What’s more, not only most of them have multiple meanings, but also many meanings overlap among different ones. Some of them can be used as verbs, nouns, adjectives and adverbs etc. Therefore, to learn to use modal auxiliaries is quite difficult for students whose mother tongues are not Chinese, which leads the modal auxiliaries a emphasized and difficult part in Chinese teaching to foreign students.In our country, the Syllabus of Graded Words and Characters for Chinese Proficiency(SGWCCP) is an important basis for integrated design, text book writing, indoor teaching and tests of Chinese teaching to non-native speakers. In the SGWCCP, most of the modal auxiliaries appear in A-level. So, in this thesis, with the HSK dynamic corpus as the source of corpus,we the 14 A-level modal auxiliaries as the objects, and collect, count and classify the errors and put forward teaching suggestions.This thesis is composed with 5 chapters. The 1st chapter, which is the introduction, mainly introduces the origin of this topic, research significance, research achievement in related area, research scope, theoretical basis and research methods. In the 2nd chapter, which is about statistical analysis of errors in learning modal auxiliaries, this thesis firstly explains the process of choosing research objects, standards of choosing corpus, collection methods and process of chosen corpus, then analyzes and comprises the corpuses and summarizes the results. In chapter 3, based on the statistical results from chapter 2, this thesis focuses on study of acquisition of three modal auxiliaries “neng”,”hui”and”yao” and summarizes and classifies the errors into 5 aspects of improper omissions, multi-purpose, confusion, improper negative and others. The 4th chapter will conclude main reasons of errors when foreign students learn the modal auxiliaries and put forward some teaching advices. The final chapter will be conclusion of the main achievement and deficiency of this thesis.