A Study On The Acquisition Of Causal Abstract Nouns By Chinese Learner

Causality is one of the most important logical expressions.In Chinese,the language forms contain causality including conjunctions,adverbs,abstract nouns,etc.Chinese learners may encounter confusion with similar words when using causal abstract nouns.But,in academic community,there is relatively little research on the combination of abstract nouns with Chinese as second language.Therefore,using corpus research method and a combination of quantitative and qualitative research method,this article takes causal abstract nouns as the research objective,to summarize the syntactic and semantic features,colligation and semantic prosody of causal abstract nouns.Using Chinese Research Helper software,we sort out and analyze the usage and errors of causal abstract nouns written by Chinese learners in the HSK dynamic composition corpus,and finally put forward relevant teaching insights.By analyzing the BCC Corpus,“reason” has naturalness,eventuality,clarity,and diversity,while “ground” has eventuality,clarity,evaluability,adequacy,rationality,and variability.“Factor” has naturalness and diversity.The collocations of abstract nouns of reason tend to have a neutral semantic rhyme,with the left collocations of “reason” leaning towards a positive semantic rhyme.The collocation range of “result” is the widest,with medical,catastrophic,and concrete characteristics,and its collocations contain three semantic rhymes.“Consequence” is catastrophic,and the right side can be combined with the responsible verb element,with its collocations containing negative and neutral semantic rhymes.“Achievement” contains semantic features of concreteness and abstraction,and can be combined with noun elements on the right side.Its collocations have positive and neutral semantic rhymes.Through the analysis of the HSK Dynamic Composition Corpus,we found that some Chinese learners may make errors in structures such as “modifying elements+(de)+causal abstract nouns”,“(numerals)+quantifiers+causal abstract nouns”,“pronouns+(quantifiers)+causal abstract nouns”,“causal abstract nouns+verbs+clauses”.The types for the bias are that some Chinese learners fail to accurately understand the causal relationship contained in causal abstract nouns,or excessively generalize the causal relationship contained in causal abstract nouns;they also invert the causal relationship;they fail to grasp the differences between causal abstract nouns and their synonyms and fail to accurately understand the functional differences between abstract noun “reason” and conjunction “because”;In addition,there are also differences across languages.Therefore,we reckon that in the process of textbook writing,the interpretation of abstract nouns can be added,and special exercises for abstract noun combinations can also be established.In addition,in terms of teaching strategies,we believe that the teaching of abstract nouns should follow the principle of gradualism,the principle of “transforming abstract into concrete”,emphasize class connections,and integrate semantic rhymes into teaching.