A Study On The Use Of Chinese Attributes For Foreign Students In The Primary Stage Based On Classroom Discourse

This article is based on the primary stage of foreign students’ classroom discourse spoken corpora and the same amount of native speakers’ corpora, qualitatively and quantitatively investigate the situation of the foreign students learning Chinese attributive. First of all, according to the grammatical components, single attributive can be divided into eight categories and multiple attributive is divided into five categories. Using the methods of annotation, retrieval, analysis, statistical calculating and sorting of all kinds of attributive in both interlanguage corpus and the corpus of native speakers, we obtained the native speakers and foreign students’frequency of using all kinds of attributive. By comparison, we found excess and insufficiency of some categories of attributive. On this basis, we calculated the frequency of correct use and the relative frequency of correct use, then obtained the ultimate level of acquisition: subject-predicate phrases+的+N plus other attributive> P的N plus other attributive> MN plus other attributive> fixed phrases> prepositional phrases> A (的) N plus other attributive> N (的) N plus other attributive> subject-predicate phrases> quantifier phrases> verb (phrases)>adjective (phrases)> noun (phrases)> pronouns (">"means" more difficult than "). This article also concluded four major categories including eleven small classes of errors when using the attributive, and analyzed the distribution of all kinds of errors. Redundancy and omitting are the major types of errors, then the over-representation, disordering is the least. The use of "的" and the usage of quantifiers counted for the largest number of all errors. Finally, this paper compared the grammar points of attributive in the primary stage teaching outline and teaching materials, and put forward some suggestions on the redacting of teaching materials.