Students Learned Comparative Sentences In Chinese Research

All the things are different in the world, so there is comparison. Comparison is the thinking process and way of realizing the objective world and determining what similarities and differences, which reflected in language is comparative category. Comparative category has universality in human language. It is one of the most important parts of language.The Comparative Sentence is an important sentence pattern in modern Chinese, which we often use in daily life. When we teach Chinese as a second language to foreign students or communicate with them, we often find the error rate of Comparative Sentences which they use is very high. Meanwhile, we notice that the present achievements about Chinese comparative sentences that can not meet our needs in the TCSL class. In order to make the students master various kinds of Chinese Comparative Sentences and improve the teaching quality, we collected many comparative sentences errors. According to the achievements about Chinese comparative sentences, we summarized up the different kind error sentences from the perspective of syntax, semantics and pragmatics. Based on foreign students' mother tongue, their ways of study, textbooks, teaching ways, we also analyzed the causes for the errors. The thesis is made of four parts.The first part is the introduction, including motivation and significance of the subject we chose, research scope and research methods. This thesis took the foreign students in elementary level, middle level and high level from the international college of Chinese studies in Shaanxi Normal University as the investigation subjects and the sentences that contain words or expressions like "比","一样","有/没有","不如","像" and "越来越" as the research objects. This thesis induced and arranged problems in investigation process which occurred through oral investigation and questionnaire. On the basis of statistics and analyses, we summed up many kinds of patterns of errors and explained the causes and offered the teaching suggestions and strategies.The second part reviews main studies on this thesis both from the Mandarin Chinese area and the teaching Chinese as a second language area. We found that most of studies are from the Mandarin Chinese area and there has not been sufficient comprehensive and in-depth research on teaching foreign students Chinese comparative sentences. But we can use these achievements to help to learn Chinese Comparative Sentences and study our thesis.The third part is the principal parts of the whole thesis. According to the error sentences that we collected, we researched the errors which occurred in the comparative ways, the objects compared section, comparative point, and the conclusion section when foreign students learned these comparative sentences. We also compared the differences and relations between different sentence patterns and nuance between synonymic sentences and similar grammatical rules. We summed up many kinds of patterns of errors and analyzed the causes of every error category from the perspective of syntax, semantics, pragmatics, foreign students' mother tongue, their ways of study, textbooks, teaching ways and so on.The fourth part analyzed the factors which influence the learning of Chinese Comparative Sentences, including Negative Transfer of Mother Tongue, overgeneralization of target language, avoidance strategy, Complexity of Chinese comparative sentences, the problems in the compilation of the textbooks for TCSL, improper guidance of teacher and so on. On the basis of them, we offered the teaching suggestions and strategies. First, the textbooks for TCSL should follow the principle for proceeding step by step, deepen and develop gradually. They also should absorb and supplement the new achievements, refine grammar explanation and attempt to use the most effective way to explain the features of syntax, Semantic and pragmatic clearly. Second, teachers should reinforce the theoretical accomplishment and make Characteristics of Chinese comparative sentences clearly. Then we can improve the teaching foresight by contrastive study. Teachers should perform comprehensive teaching based on decomposing teaching. Third, students need to develop good habits of studying English and adopt proper learning strategies.