The Learning Research Of The Modal Particle "Ba" Of Foreign Students

Modal particle is a very important kind of function word when expressing amood and exchanging information, but their meanings are not so clear and the usagesare more complicated and flexible comparing to the notional words. In the process ofTCFL, we should not only introduce the common feature of some kind of words, butalso tell them how to verify the different usage of each word.“Ba” is afrequently-used modal particle, yet the research on it was mainly focused on thetextbooks, and also, the learning older and the bias among the students hadn’t beengiven to enough attention and teachers and students were always neglecting theimportance of it in practical TCFL. Therefore, comprehensive and systemic researchof “ba” is very necessary.Based on the summarizing of the research on “ba” through these years and theActual situation in TGFL, we generalized the classification method in this essay andput it in eight different usages. After that, analyzing inter-language corpus anddesigning objective test were carried out to look into the learning situation of Chineselearners.First, we took corpus from HSK and the text papers we designed, which included1700sentences containing “ba”. Then we collected the text result of the designedpapers. In the end, we summarized the learning older of eight different usages of “ba”by comparing the correct utility rate and the result of the text papers. Suppose thecorrectly-used rate and the learning older of certain usage are highly matched. Theconclusion could be drawn that the learning older of different usages of “ba”is—“Expressing suggestion, request and order—Expressing conjecture—Expressingmaking examples—Other.” Moreover, some other deduction could be seen from this, which is that only three of the eight usages had been mastered by students and otherusage such as “Suggesting a pause”,“Expressing Alternative hypothesis” and“Expressing concession” were in chaos and disorder learning situation.The bias of the students in their study was also regular and we also take corpusfrom HSK Dynamic Composition Database to summarize the types of errors, whichincluded “misuse with other modal particle”,” Leakage” and” Redundant-use”.Secondly, we analyzed the bias of the students and put more emphasis on the itemswhich showed some kind of regular patterns such as the bias when “le”,“haishi”,“xiwang,qing” and “yiding” and “ba” existed in one sentence. Considering the lack ofactual meaning of modal particles, students need some strong-meaning,obvious-marked words and sentence patterns to relay on while learning. Therefore,this text put more emphasize on example analysis on these bias items. Furthermore,we elementarily summarized the reason which caused the bias and the methods toavoid them and here are the conclusion we drew:Whether “ba” and”le” can be both-presented depends on whether the sentenceexpressed confirm tone or the guess tone. If the former, then they can’t beboth-presented and if the latter, they can. Moreover,“ba” is often both-presented with“haishi” to ease the mood and finish a sentence. But learners always miss “ba”,leading to an incoherent tone and lack of meaning. Furthermore,“ba” is often usedwith “qing,xiwang” and such words, which caused component redundancy. And,when there is “yiding” in a sentence, if it expresses the meaning of “determinedwilling”, it can’t be both-presented with “ba” and if it shows “definitely, of course”, itcan be used with “ba” to reinforce the guessing tone,...