A Case Study Of Myanmar Students' Acquisition Of Chinese Polysemous Verbs

The paper based on "Common High-frequency Words 1500 Chinese Table" "Chinese Proficiency Vocabulary and Grade Outline of Chinese characters" "Modern Chinese Common Vocabulary(draft)" and "Chinese Verbs Dictionary",and select out18 polysemous verbs, which have different number of meaning and diversity nominal objects, as study sample.At the same time,we will use language comparisons and error analysis method from the perspective of second language to analysis the process of Myanmar students acquisition polysemous verbs with nominal objects.Attempts to explore the errors tendency of Myanmar students in the acquisition process, and try to analyze the errors reasons through the form of case,and finally generated on the basis of errors propose teaching strategies.The paper is divided into three parts.The first part based on "Modern Chinese Dictionary" and "Chinese Burmese Dictionary", compared and analyzed polysemous verbs with nominal objects in Chinese and Burmese from a static point of view. First, we compared the number items and semantics of polysemous verbs in Chinese and Burmese language.From number items comparing,the number of Burmese polysemous verbs slightly more than the Chinese polysemous verbs.While form semantics comparing,corresponding semantics much less than semantics that can not be related.Secondly,we compared and analyzed the basic types of nominal objects and objects situation of polysemous verbs in Chinese and Burmese.About nominal objects comparing,Chinese Polysemous verbs can take 13 nominal objects, and Burmese can only take 10 classes.About objects situation,more than half of Chinese verb can bring Patient objects、Premises object、result object、tool object,while Burmese polysemous verbs majority bring patient objects, the other type of object are less.The second part investigated and analyzed the errors in Myanmar learners’ acquisition of polysemous verbs bring nominal objects from the second language acquisition view.That is,in less than six senses and six senses polysemous verbs bring nominal objects,Myanmar learners’ acquisition verb-object’ s errors rate is verylow,but in the seven and more than seven senses verb-object acquisition,the errors rate will be significantly higher. To further understand the specific reasons of Myanmar students producing errors, we selected serious errors to interview and recorded interviews.The third part of the paper,we combined questionnaire results and interview content,analysis the characteristics of Myanmar learner errors and errors of origin.That is,when Myanmar learners in Chinese senior level acquired polysemous verbs bring nominal objects,the reason of errors are normally crossed.The main types of errors: The Semantic asymmetry in Chinese and Burmese caused errors、Chinese verb ambiguities caused errors、object type differences caused in Chinese and Burmese caused errors 、 improper semantic association induced errors. Among them, the Chinese verb ambiguity itself is the main cause of errors. In the end, this paper analyzes serious errors of verb-object phrase by the form of case, and the corresponding teaching strategies at the conclusion.