A Study On The Conditions Of Common Verbs With Objects For Chinese Acqusition

The thesis conducts multi-level investigations on foreign students' acquiring common verbs with objects on the basis of investigating Chinese common verbs with objects in the static and dynamic states from the perspective of the second language acquisition.On the foundation of corpus survey and statistics, focusing on the features of Chinese verbs with objects, the learners' Chinese levels and the learners' native languages,etc. the article puts forward the teaching strategy of verbs and objects in teaching Chinese as a second language. Based on it, the author investigats the arrangement and edition conditions of verbs with objects in the text book Developing Chinese, and gives the relative remarks on the compiling this book with regard to the results. The thesis is divided into four parts. Each part focuses on different research perspective. The contents is coherent, but each part has its priorities. The specific contents are listed in the following:Chapter one conducts comprehensive research and analysis of common verbs with objects in the static state.Firstly, the author investigates the types and the quantities of the common verbs with objects. In the static states, the Chinese verb-object framworks are breif, the semantic types are colorful, and the common object types are patient, location, and the aim objects. Secondly, the author investigates the object-carrying ability of the common verbs. The verbs with strong actions carry more types of objects, the object-carrying ability of them is stronger, the object-carrying ability of the verbs without actions is weakest. There is a direct proportion between the strength of the object-carrying ability of general verbs and the quantity of the objects carried by them. Thirdly, the author investigates the analogous ability, the expansive ability and the complex degrees of the common verbs. The analogous ability and the expansive ability of the most objects carried by common verbs are very strong, the objects without the analogous ability and the expansive ability frequently are solidified verb-object phrases. The most common verbs can carry both simple objects and complex ones, and few only carry either simple objects or complex objects. At last, the author investigates the features of poly-meanings of a verb with objects. The poly-meaning phenomenon of common verbs is prominent and the object-carrying situations of poly-meaning verbs are complex. The same meaning can carry different types of objects. The different meanings owns the different ability to carry objects. Generally, the common meaning owns the stronger object-carrying ability.Chapter two investigats(in the 1.2 million-word enclosed corpus ) the conditions of the common verbs' carryinging objects in Chinese speech communication from dynamic perspective. Firstly, the author focuses on the changed situations of common verbs with objects in the dynamic corpus. Compared with the static states,the quantity of the verbs with different types of objects decrease in dynamic states, but the ranges of the decreasing are different. Secondly, the author investigates the changed situations of object-carrying ability of verbs. The object-carrying ability weakens compared with the static states. Generally, the verbs whose objects own the stronger analogous ability and the expensive ability appear in a high frequency, and to the contrary, in a low frequency. But, some solidified or some conventionalized verb-object constructions also own a high use frequency. Thirdly, the author investigates the forms of the common verb-object constructions in the corpus. The quantity of the simple objects occupies a dominant position. The complex objects of the location and the patient objects have an advantage. At last, the author investigates the chang relation between the meanings of the verbs and the types of the objects. The quantity of the meanings of the poly-meaning verbs and the quantity of the types of the objects both decrease compared with the static states. The decrease of the meanings is the main cause of the decrease of the object types. The different meanings of the poly-meaning verbs appear in different frequency, and the use frequency of the common meanings' carrying objects is the highest.Chapter three investigates the conditions of the foreign students' acquiring the common verbs with objects from the perspective of acquiring the second language and the factors that inflenence on the acquisition through the exam papers and the questionaires. Firstly, the author investigates the situations of the foreign students' acquiring the common verbs with objects. The correctness rate of acquiring the common verbs with objects is slightly higher the fault rate. The situations of the foreign students' acquiring the common verbs with objects is not ideal, and there is a variance in their acquiring different types of objects. Secondly, the author makes the analyses of their acquiring situations from the different angles. (1)The acquisition effects are different if the types of objects are different. The types of the objects that the foreign students is easier to acquire are the patient objects, location objects, aim objects and cognate objects,etc, and the difficult types are instrument objects, means objects, equivalent objects and reason objects,etc.(2)The acquisition effects are different if the object forms are diferent. The correctness rate of the foreign students' acquiring the common verbs with the simple objects are higher than acquiring the common verbs with the complex objects.(3)The acquision effects are different if the meanings are different. Entirely, the conditions of the foreign students' acquiring the common meanings with objects are better the uncommon meanings with objects. (4)The acquisition effects are different if the levels of the students are different. With the increase of the foreign students' Chinese level, their comprehension on the verbs' carrying different objects also increase, and the fault rate decreases. (5)The acqisition effects are different if the native languages of the foreign students are different. At last, the author puts forward the related teaching strategies in accordance with their acquisition conditions. According to the features of the Chinese verbs with objects, the teaching will be arranged, the learning emphases and the differences will be determined from the perpective of the learners' cognition, and the linguistic interference should be paid more attention to.Chapter four conducts a comprehensive investigation and makes an evaluation of common verbs with objects in the 6-volum course textbooks of Eveloping Chinese from the perspective of editing the Chinese textbooks for foreign students. Firstly, the author investigates the overall situations of the common verbs with objects in the textbooks. The quantities of the common verbs' carrying the different types of objects are different. The quantities of the patient objects, the location objects and the aim objects are more.Secondly, the author investigates the conditions of the common verbs' carrying the simple objects and the complex objects in the textbooks. In the textbooks, the quantity of the common verbs' carrying the simple objects is more usual than carrying the complex objects. The ratio of the verb-object phrases appearing in the form of complex objects tends to be higher, which means the quantity of the simple objects can be enhanced. Thirdly, the author investigates the poly-meanings of the verbs in the text books and their object-carrying conditions. Compared in the static and the dynamic states, the proportion of the poly-meaning verbs is higher, but the meanings appearing in the textbooks are fewer. For the most common verbs, the textbooks only gives the uses of their common meanings with objects. The quantity of the object-carrying types of the poly-meaning verbs is reduced in total. Fourthly, the author investigates the re-occurrence distribution of the common verbs with objects in the textbooks. The re-occurrence frequency of some common verbs with objects is higher, and some are insufficient, which shows some improvements should be made for the textbooks. At last, based on the above investigations, the author puts forward several priciples in arranging the verb-object constrctions in the process of editing Chinese textbooks: the common object types first, then the uncommon; the simple objects first, then the complex; the uses of the common meanings firt, then the uncommon; the re-occurrence of the verbs carrying different objects at least 3 times and more.