A Study On The Acquisition Of Chinese Set Classifiers And Its Influencing Factors

The study of second language acquisition,which originated in the 1960 s and 1970 s,is one of the most influential research fields in foreign language teaching.Second language acquisition research focuses on learners,focusing on the acquisition process and rules of second language learners.Scholars also pay more and more attention to the study of Chinese as a second language acquisition.At present,the research on the acquisition of Chinese set quantifiers is relatively weak.Under this research background,under the guidance of cognitive theory,second language acquisition theory and error analysis theory,relying on Chinese second language learners’ interlanguage corpus,through tests and questionnaires,and based on mathematical statistical analysis,this paper discusses the second language acquisition of Chinese set quantifiers,hoping to effectively promote the research of Chinese second language acquisition and international Chinese education.This paper is divided into six parts:The first chapter is the introduction,which mainly introduces the origin,research object,research methods,theoretical basis and significance of this paper.The second chapter is the research review,which can be roughly divided into two levels:ontology research and teaching research.It mainly summarizes the quantifier naming history,classification,definition and nature,syntax,semantics,cognition,acquisition errors,comparison and teaching strategies.Chapter three to chapter five are the main part of this paper.The third chapter investigates the acquisition of Chinese set classifiers based on natural corpus and test corpus.It is found that there are five main types of errors in second language acquisition of Chinese set quantifiers: substitution error,addition error,omission error,mix-up error and sequential error.Among them,substitution error is typical and is the most common type of errors,which can be divided into two categories: basic meaning substitution error and extended meaning substitution error.This paper comprehensively investigates and accurately locates the specific causes of errors,from the perspectives of mother tongue influence(negative transfer of mother tongue and language contrast level),generalization of target language rules,universal cognition and misleading teaching materials,and finds that it is mainly related to the difficulty of language difference,the difficulty of language development and the difficulty of language cognition of set quantifiers.Combined with error analysis,acquisition research and comparative analysis between Chinese and foreign languages,based on the investigation of BCC corpus,this paper summarizes the usage rules and tendency of two groups of Chinese synonymous set quantifiers: "Qun(群)" mostly modifies people and animals(96%)."Huo(伙)" and "Bang(帮)" only modify people(100%).There are differences in the collocation tendency of "Shuang(双)","Dui(对)" and "Fu(副)" : "Shuang(双)" mainly modifies body parts and objects(90.6%)."Dui(对)" mainly modifies characters and objects(80%)."Fu(副)" mainly modifies appearance and goods(72.6%).There is a "Separable Grade Difference,SGD" between "Dui(对)","Shuang(双)" and "Fu(副)",and the "Separable Difficulty,SD" is different.From the perspective of universal cognition,this paper investigates the learning difficulty of set quantifiers and the development of interlanguage.It is considered that set quantifiers with strong archetypal,high naturalness and weak markedness are easy to learn,while set quantifiers with weak archetypal,low naturalness and strong markedness are easy to cause errors.The overall development of interlanguage shows an upward trend without "rigid" development trend.The parameter setting of set quantifiers of second language learners is gradually close to that of Chinese native speakers.There are differences in the learning difficulty between the basic meaning and the extended meaning of set quantifiers.This paper counts the accuracy of set quantifiers,refers to the marking level of set quantifiers,and constructs a "Corresponding Table between the Acquisition Difficulty Level and the Acquisition Stage of Set Quantifiers" by means of "cluster analysis".It is hoped that the classification of acquisition stage and acquisition difficulty of set quantifiers can provide help for teachers’ teaching,second language learners’ learning and textbook compilation,and provide reference for the construction of Chinese second language acquisition theory.The fourth chapter studies the relationship between the acquisition level,acquisition order of Chinese set quantifiers and regional background,mother tongue,gender and level of Chinese second language learners based on the test data and mathematical statistical analysis.This paper investigates and compares the acquisition of Chinese set classifiers and the correlation of acquisition order from different dimensions.It is found that there are significant differences in the acquisition level of Chinese set quantifiers among foreign students of different mother tongue and regional background,and there is no significant difference in the acquisition level of set quantifiers among foreign students of different genders.In addition,the differences of mother tongue,regional background,gender and the level of Chinese second language learners will not affect the acquisition order of set quantifiers.The acquisition order is objective and will not be significantly affected by external factors.The acquisition order is mainly determined by the naturalness of language items.This chapter proves the scientificity of Shi Jiawei’s(1998)"the Natural Order Variant Hypothesis,NOVH" framework through empirical research,and provides multi-dimensional case evidence for it,and also proves that there are natural order variants in Chinese set quantifiers.The fifth chapter uses the scale composed of five sub scales: learning attitude scale,learning effort scale,learning motivation scale,self-confidence scale and anxiety scale to conduct a questionnaire survey on 50 class A students with the highest total score and 50 class B students with the lowest total score in the set quantifier test to explore the influencing factors of the acquisition level of Chinese set quantifiers on the basis of mathematical statistical analysis.It is found that the influencing factors of the acquisition level of Chinese set quantifiers are diverse.The acquisition level of set quantifiers is positively correlated with second language learners’ learning attitude,effort,learning motivation intensity and self-confidence,and negatively correlated with anxiety.The higher the degree of positive correlation factors,the higher the acquisition level.The higher the degree of negative correlation factors,the lower the acquisition level.In order to overcome the negative influence of negative correlation factors,this paper puts forward some practical teaching improvement suggestions for Chinese teaching,in order to be helpful to the acquisition of set quantifiers by foreign students.In addition,this paper further investigates the differences between class A students and class B students,and finds that there are significant differences between class A students and class B students in learning attitude,effort,learning motivation intensity,self-confidence and anxiety.Class A students are significantly better than class B students in the above aspects.Based on this,this paper proposes a preliminary "Framework of Individual Factors for Successful Learners,FIFSL" which includes positive learning attitude,effort,learning motivation intensity,self-confidence and reverse anxiety.The framework points out the direction for second language learners to become successful second language learners.The sixth chapter is the conclusion,which summarizes the main research problems,research process,research results and innovations of this paper,reflects on the shortcomings of this paper,and looks forward to the follow-up research.