"let The Words Functional Analysis And Acquisition

In modern Chinese, "Rang" sentence is a very rich form, but it's not put highlight on in grammar study and teaching Chinese as the second language. It mainly relies on two aspects: One is not distinguishing the sub-constructions of "Rang" sentence; The other is not distinguishing clearly the difference to "Shi" sentence or "Bei" sentence.Based on the former study, we further distinguish the sub-construction of "Rang" sentence:In the Causative sentence, "Rang" sentence can also set aside three types : Resultative "Rang" sentence, Imperative "Rang" sentence and Allowance "Rang" sentence. Although from the board category, these three types are in the same class. But in fact, they still have many syntactic and semantic differences. In this way, "Rang" sentence has actually four semantic sentences. And these four sentences have different use frequencies. But these four different "Rang" sentences have no more concrete expressions in the existing syllabus and textbooks, and also have no distinction with "Shi" and "Bei": "Rang" sentence is often introduced after "Shi" and "Bei" sentences. This is the main reason causes foreign students' errors in their using.Based on the analysis of both syntactic and semantic structure of the four different "Rang" sentences, we study foreign students' the acquisition of four "Rang" sentences and errors analysis. We first analysis the foreign students' errors, explain the reasons of these errors, display the important points for teaching. Then we make clear foreign students' use frequency of the right sentences and comparing to the use of natives, draw to the orders of four different "Rang" sentences on the acquisition. At last, in light of syllabus and textbooks, we make recommendations on teaching order of "Rang" sentences.