A Comparative Study Of The Prepositions Of Prepositions For Teaching Chinese As A Foreign Language

The evidence preposition in Modern Chinese is a kind of function word that introduce object as standard, basis, premise or grounds in a sentence. This thesis divides "an, anzhao, zhao, genju, ju, yi, ping" these seven evidence prepositions into three groups:"anzhao" group, "genju" group and "pingjie" group, contrasts the similarities and differences of every groups on syntactic function, preposition frame, prepositional objects’semantic classes and rhythm features,etc. On this basis, the thesis presents investigation of the acquisition of the seven evidence prepositions by middle and senior Chinese learners.On the very beginning of this paper, it pays first concern to the seven evidence prepositions’ grammar feature:on collocation function, "an, anzhao, zhao, genju, ju, yi, ping "can collocate with nouns and subject predicate phrase; "an, anzhao, zhao, genju. ju, pjng"can collocate with verbs directly; on prepositional phrases, "an, anzhao, zhao, genju, ju,;yi"can make preposition frames with verbs "kan/shuo/laishuo and so on "."ju" has the most verbs to make preposition frames.All the prepositional phrases of evidence preposition can be adverbial modifier. When "anzhao" and "genju" prepositional phrases are in "de" framework, they can be attributes; "an, anzhao, genju, ping" prepositional phrases can be predicates. Then the thesis studies the semantic evolution, divides all the prepositional objects into nominal and predication two categories, makes a detailed classification of every kinds of evidence prepositions on semantic features. Meanwhile, it makes a comparative analysis about the semantic, rhythm and the number of prepositional objects.And then the thesis studies foreign students’ acquisition of the seven evidence prepositions based on inter-language corpus. At the intermediate phase, "anzhao" and "ju" have the highest error rate, at the senior phase, "an" and "genju" have the highest error rate, the error rate of "ping" is distinct higher in intermediate phase than in senior phase. The thesis explains the reasons of the difference from each evidence preposition’semantic, usage and acquisition order. At last, the thesis summarizes the characteristics of addition, misinformation, omission and misorder, then makes comparative analysis from diachronic and synchronic two aspects. The thesis explains the reasons of foreign students’ errors from transference, learning strategy and learning environment. Based on these conclusions some suggestions about textbooks and class teaching are given.