The Effects Of Situation Type And Syntax Structure On The Acquisition Of Chinese Aspect Marker Le Of Japanese-speaking Learners

In present dissertation, the effects of situation type and syntax structure on the Chinese aspect marker le used in Chinese interlanguage of Japanese-speaking learners are studied. The interlanguage data analyzed consists of 156 Chinese narrative compositions(75,527 Chinese Characters), including elementary level date, intermediate level and advanced level date. Through analyzing them, we find that the overuse of Chinese aspect marker le is the primary type mistake of the students from Japan, and the mistakes of situation type of sentence are mostly in state situation sentence and activity situation sentence, the mistakes of overuse in accomplishment situation sentence and achievement situation sentence are mostly related with syntax. At same time some mistakes of underuse of Chinese aspect marker le are also found in natural language data. Because students may use "avoidance-strategy" in the natural language data and the problem which will be studied can not be found, 45 students from Japan of elementary, intermediate and advanced level are tested using cloze test, and in the test it is obvious that the primary mistakes are the underuse of Chinese aspect marker le, furthermore the underuse is related with situation type of sentence and the underuse is most serious in activity situation sentence and accomplishment situation sentence. By the analyse of these two language data, the description of process of acquisition of Chinese aspect marker le for a student who is from Japan and the native language is Japanese is gained, including the description for acquisition process, acquisition difficulties, the relationship between situation type of sentence and Chinese aspect marker le, the relationship between syntax structure and acquisition of Chinese aspect marker le. Based on the study result described above, other problems in the acquisition process are analysed further and thereasons of all the problems of the acquisition process of Chinese aspect marker le for student from Japan are pointed out as: aspect hypothesis, the complexity of Chinese aspect system, the influence of native language, special phenomenon in interlanguage and so on. At last, some advice is put forward combining with the process method of Chinese aspect marker le in Chinese teaching.