Study On The Second Language Acquisition Of Bi-constituent Sentences In Modern Chinese

Bi-constituent sentences are one of the common special structures, existing in great numbers in ancient Chinese. Till now, bi-constituent sentences still have high frequency, playing an irreplaceable role in Chinese daily communication. However, from the aspect of Teaching Chinese as a Second Language (TCSL), referring to the use of bi-constituent sentences, foreign students got confused by selection of the appropriate verb, collocation of verbs, and sequence of other grammatical constituents. In a sense, problems existed in applying theory to teaching practice. Therefore, this paper firstly summarized the disputes of the formers, and defined as well as classified bi-constituent sentences based on language facts and teaching facts. Secondly, this paper contrasted the Chinese corpus and HSK corpus dynamic composition, and then detailed analyzed ill-formed sentences made by foreign students. This error analysis would provide references in teaching progress. Besides that this paper statist iced the use frequency and the relative frequency of correct use of different kinds of bi-constituent sentences in the HSK corpus dynamic composition, tentatively reconstructing the acquisition sequence of Bi-constituent sentences. Taking that acquisition is a complicated process into consideration; this paper still used pseudo-longitudinal study method to analyze the materials collected by questionnaires, and revised the acquisition sequence. In the last part, this paper researched many current TCSL teaching materials, compared the acquisition sequence and the layout of Bi-constituent sentences in these teaching materials, and put forward many useful teaching suggestions.