| The acquisition of Chinese interlanguage grammar item at present is in the traditional investigation and comparison of the syntactic processing. The benefits of doing this is by quantitative statistical research can make us have a clearer understanding of the usage of some grammatical items in learners’interlanguage, the disadvantage is that the research reveals the features of the common points and interpretation is not doing enough.Interlanguage research often confined to explore within the field, not pay enough attention to the acquisition internal factors and external factors.It is difficult to make a concrete pedagogy and hard to convert the theory to the practice.The study based on the acquisition of the correlative adverbs by the south Korean students,give a new perspective to the second language acquisition study. The study induce and comb the regularity acquisition characteristics of the interlanguage system.In reflection on the Chinese as a second language acquisition research and also it is helpful to the research of Chinese ontology; Through the generalization and elaboration of the object, make the analysis on the characteristics of the classify, implement the combination of "quantitative-qualitative" research method, the combination of interlanguage and the external factors and internal factors. On the basis of comprehensive description of the interlanguage features, complete the appointment of revealing the interlanguage common features and the explore of the whole acquisition field.The articles defines and describes the character and function of correlative adverbs by determining the research purpose and the background. From the identity and difference between the typical correlative adverbs and general adverbs,the correlative adverbs and the conjunction,establish the position of correlative adverbs in the modern Chinese grammar. We adopted a relatively loose classification standards, correlative adverbs can be divided into2types. Typical correlative adverbs "(也)also,(又) again,(再) again,(才) just,(却) but,(就) then,(便) then,(') but,(更) furthermore,(还) also".General correlative adverbs (非) not,(不) not,(越) the more and (都) all,(既)as well as". Finally determines the ten common correlative adverbs "(也)also,(再) again,(又) again,(才) just,(却) but,(就) then,(还) also, also,(越) the more,(都) all,(既) as well as". The article also reviewed the researches at the present stage, the basic road is first make clear the basic meaning and usage of the correlative adverbs and then summarize the valuable academic conclusions from the ontology research and the acquisition field.The third chapter is based on the interlanguage corpus statistics, use the corpus study method and comparison method, investigates the usage of south Korean students ten common correlative adverbs. In this paper, we selected the corpus retrieval system of Peking University (CCL) as native speakers, interlanguage corpus from Jinan University (about300000words), HSK dynamic composition corpus (about1.5million words). According to the contrast, South Korean learners more frequent use adverbs in syntactic correlation. The correlative adverbs used alone, with conjunction in the fixed sentence patterns, in pairs are the three methods to use more frequent than Chinese native speakers; The usage of correlative adverbs and adverbs, adverbs and conjunction usage without a fixed collocation, south Korean students is lower than Chinese native speakers.We further analyzed Correlative adverb in the two corpus by different level of usage, and the learner’s errors, found in the primary stage, the students can be reached a high level, but from the beginning to intermediate level and above, quite long time, the learner’s acquisition level have no remarkably improved, but appeared certain repeatedly. Excessive use of high frequency words is the main performance characteristics of the south Korean students. Relates to the excessive use of adverbs in the syntactic form show those feature:single association in a sentence, pairs with other adverbs. As for the Error rate, relative adverbs can be divided into four grades, the highest error rate,(也)also,(还) also,(就) then; high error rate,(既) as well as,(又) again; and error rate:(才) just,(都) all,(再) again,(却) but; the lowest error rate:(越) the more. The types of errors mainly composed of misuse, wrong order, omission, redundant, blends and other. Among them, the main error types are the first four classes. We can arrange a descending order as:misuse>omission>disorder>redundant.The paper also investigates the use of eight common Correlative adverb, basic train of the thought is "adverb use frequency comparison, Korean students and Chinese native speakers use comparative, Correlative adverb errors, clause types of error". This process reveals the specific acquisition of each Correlative and the error case for us, can help us to understand the characteristics of acquisition in Correlative adverb from micro angle. Realization of Correlative Adverb "total-points-Total" description, analysis, interpretation of the process.The fourth chapter uses test method in the quantitative research, through the "establishment-design-test-statistical analysis of the results " four steps, Investigate the independent output.The results showed that, two different statistical data in the corpus samples is almost same as well as different. Similar performance for the acquisition expression, acquisition rules, learning gradient, the acquisition process four aspects. The differences are the two acquisition sequences and right rates of the concrete sentence patterns. In order to explain the acquisition characteristics, we according to the test purpose divided corpus into three categories:the logic type, syntactic features, different patterns. Respectively data analysis results show that:the logical classification of line charts in three horizontal interval difference less than the correct rate of classification based on syntactic features and patterns. The latter two have a significant influence on the acquisition process. In addition, the internal conversion of the correlative adverb is also influence the effect of acquisition.Investigation of Correlative adverb acquisition order by two kinds of materials (natural output and non natural output) data method according to the different data collection methods used different methods of derivation. Interlanguage corpus data using the correct rate and the relative frequency of correct rate method; test data mainly use the traditional correct rate method and the auxiliary scaling method. Ten correlative adverbs are divided into three classes, low degree of difficulty acquiring Adverbs:(都) all,(才) just,(越) more,(却) but; medium difficulty acquiring Adverbs:(既) both,(再) then,(就) is; higher difficulty acquiring Adverbs:(也) also,(又) again,(还) also.The fifth chapter and the sixth chapter investigate Correlative Adverb (还) and (也) by the case analysis.The study merge the usage and classification of the two adverbs first and then determines the pattern and usage of general correlative adverbs by sentence, by using different statistics of rate, correct rate, summarize the basic characteristics of acquisition and regularity of adverbs, describe the different stages of learning,find the errors and based on the type of error explain the reasons. The paper also from interlanguage contrast angle analyzes the differences and connections between the Adverb "也" and Korean "du", which illustrates the acquisition barriers faced learners and puts forward some suggestions for teaching.The seventh chapter discusses the learning strategies of correlative adverb. Through qualitative research of questionnaire survey, the statistical data collected and analysis to explore the factors related to the effect of acquisition. Statistics found that, The use of learning strategy can be divided into three levels, the most commonly used are compensation strategies and cognitive strategies, followed by metacognitive strategies and social strategies, the most unusual is the memory and affective strategies. Statistics also reflect the differences between high achievers and low achievers in the use of metacognitive strategies, cognitive strategies and social strategies. Good learner and failure learner in the use of affective strategies have no obvious difference. In addition, on the review and preview strategies and metacognitive strategy the two leaner have not show obvious gap too.The eighth chapter makes the adverb teaching strategies discussed, and analyzes the current syllabus and textbook about the general setting and arrangement. According to the research, the study proposed some advises for materials and syllabus which could not in conform with the actual learning process. The paper further factors related to the acquisition of teaching investigation, found the choice of good learner and failure learner as to the teaching strategy is the same. The learner felt satisfied with the classroom teaching situation of Correlative adverb and willing to accept the way of practice that provide more language parameter.Based on the above features, we discuss the teaching principle of Correlative adverb, put forward the "construction-chunks" instructional models and lists some Correlative adverb exercises for reference. |
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