An Empirical Study Of Chinese Intermediary Sentence Patterns And Sentence Patterns By Korean Students

It is widely acknowledged in academia that interlanguage,as an independent language system,has an array of features.However,Interlanguage Theory is still a hypothesis which lacks of the support of empirical research so far.This thesis is under the guidance of the Interlanguage Theory,Language Acquisition Theory and Chinese Syntactic Theory,describes and analyzes the sentence pattern system and the sentence type system of Korean students on the basis of statistic over large-scale corpus,investigates the interrelationships of interlanguage,target language and the language input for teaching,and moreover,examines,demonstrates and perfect the Interlanguage Theory with empirical approach.The thesis gives a deliberate description of Chinese native,interlanguage,as well as the sentence pattern system and the sentence type system of corpus of teaching materials through closed and comprehensive statistics of a corpus of 2.4 million characters on sentence pattern and sentence type,and also compares and analyzes them mutually.The study of the sentence pattern system of interlanguage has found that,usage distribution and sequencing of interlanguage and native language on 7 kinds of sentence patterns are consistent,and especially obvious among junior,intermediate and senior interlanguage.However,differences exist in the used amount of all kinds of sentence patterns,which shows that the over-use of noun predicate sentences and adjective predicate sentences is obvious,and under-use of non-subject predicate sentence.As the students' level is improving,there is a dynamic process that the sentence pattern system of interlanguage is from junior to senior,and gradually approaches the target language.There is difference as well as similarities between the complexity of sentence pattern system of interlanguage and the target language.On the whole,Korean students use more complex Chinese sentence pattern when they enter into a higher grade,which is a process of gradually approaching target language.However,even in the senior stage,the inner complexity of the sentence pattern of interlanguage is lower than that of the target language.There are also errors in the usage of sentence pattern of inter language among all stages.The errors can be grouped into seven types.Among them,there is high error rate in three stages in the misusage of verb predicate sentence as noun predicate sentence,adjective predicate sentence as verb predicate sentence and non-subject predicate sentence.And the gross error rate of the seven types also declines gradually from junior to senior.The study on the sentence type system of interlanguage shows that the kinds of sentence types in the same usage rate zone of interlanguage and target language are 6,11 and 15 among three stages.In the total ranking of the usage rates of sentence type,the ranking differences of sentence type in junior stage,intermediate stage and senior stage compared with the target language are 9,7 and 5 kinds types respectively.However,on the whole,the ranking of usage rates of sentence type in three stages correlate significantly with target language.There is also significant consistency in the gross usage rates of sentence type of interlanguage and target language.The correlation coefficients of gross usage rates of sentence type in three stages and target language reach 0.786,0.868 and 0.908 respectively.However,certain differences exist in the specific usage rates of most sentence types and target language.There are few differences in over-use and under-use sentence types among all stages.Errors also exist in the sentence type system of interlanguage.Addition and omission are two major errors which influence the sentence type system of interlanguage.The errors of omission are more than addition in all stages,and the gross error rates of the two errors gradually decline in three stages with the increase of the grade.The addition and omission of different special sentence type mostly decline in three stages,while some develop as U shape or inverted U shape,which deserve our attention.Through the comparison among target language system,interlanguage system and teaching material system,we find that teaching material system is quite similar to target language system and the correlation between sentence pattern system and sentence style system of interlanguage and that of teaching material is slightly higher than the correlation between interlanguage and native language.In the complexity of sentence pattern,teaching material system is between native language and interlanguage,which means that its complexity is higher than interlanguage,but lower than native language.These are in accordance with the general anticipation and design intent of difficulty of teaching material.In three phases,there are apparent differences in the sentence pattern system and sentence style system of interlanguage and teaching material.The frequency tendency and developing trend of most sentence patterns and sentence styles in interlanguage are not totally affected by teaching material input,but keep to their own development laws.The difference between few sentence patterns and sentence styles of interlanguage in all phases and target language is consistent with the difference between teaching material and native language.Moreover,the developing trend of a quarter of the usage rates of sentence pattern and sentence style in all stages is also consistent with the teaching material.These are also partly related to whether the sentences are strengthened in the teaching materials.The conclusion of the study of sentence pattern system and sentence style system of Korean students' Chinese interlanguage can be used to validate our ten hypotheses.The overall features of sentence pattern system and sentence style system of Korean students' interlanguage have certain correlation with Chinese native language,while also has characteristics that distinguish from target language.The relationship between sentence pattern systems and sentence style systems of interlanguage in all stages also has strong consistency and inner continuity.These all indicate that interlanguage is not an aggregate of piles of disorganized linguistic phenomena,but an independent language system between native language and target language.Moreover,interlanguage system is dynamically gradual from junior to senior.The performance of sentence patterns and sentences styles basically shows the tendency of gradually approaching native language.Meanwhile,there are errors of sentence patterns and sentence styles in interlanguage,and their performance and changing trend in all stages are also systematic.The language performance of sentence pattern and sentence style of interlanguage has its own regularity,and is not totally affectedby teaching material input,which indicates that interlanguage is a special,complicated and creative learning mechanism for learners.Finally,we also find that few repetitions and regressions can also be seen with the development of sentence pattern system and sentence style system of interlanguage.Even in senior stage,there are also certain numbers of errors and obvious differences in contrast with native language in sentence patterns and sentence styles of interlanguage.These can all be considered as the performance of interlanguage fossilization.