Analysis And Teaching Strategies Of Word Order Errors Made By Chilean Students In Their Primary Stage Of Chinese Learning

In the acquisition of Chinese, Native Spanish learners will have problems in word order due to their mother tongue. This thesis takes middle school students in Chile, namely, those Spanish-speaking learners of Chinese, as the subject of study. Through research and induction of in-class exercise, homework, mid-term examination and HSK1examination during the primary stage of study, this thesis studies the word order errors induced by learners’mother language, then make further comparison and analysis on Chinese and Spanish. Meanwhile, on the basis of analysis and research, it raises relevant strategies and suggestions to help solve the word order errors that Spanish-speaking learners of Chinese come across.This essay has7chapters in total. The first chapter is about the background, significance and goal of the research. It also covers the Chinese teaching condition, research methods in Chile and the source of linguistic data. The second chapter elaborates on error analysis. It introduces the morpheme sequence characteristic of Chinese and Spanish, and has divided error analysis into several categories. With the Chinese learning process of the study object as a clue, chapters from3to6researches word order errors in four aspects, namely, the use of simple sentence, structure of central word precedes attributive, adverbial of time and place, interrogative sentence. Each of the aspect is also classified specifically, and each kind of sentence is analyzed in depth. The thesis starts with the subjects’abundant typical sentences of word order errors, then compares, analyzes and discusses them from the view of both Chinese and Spanish.The conclusion is:the subjects of study, whom are effected by the Negative Transfer of mother tongue during studying the word order of Chinese, are apt to make mistakes in the expressions of simple sentences, such as missing the subject, reversing the subject and predicate, or the predicate and subject; in terms of central word precedes attributive structures, the complications, such as the reversals of the central words and attributive consists of adjective and nouns as well as the reversals of multiple attributive are frequently occurred; in using of adverbial of time and place, the incorrect prepositions and postpositions of adverbials are easily detected; in the expressions of interrogative sentences, inaccurate interrogative word order and the errors mentioned above emerged at random.Furthermore, in the seventh chapter, this thesis also summarizes the data of the word order errors in the Corpus, analyzes the learning ability of subjects of different ages, and finally reaches the following conclusions, which provide reference for the teaching of Chinese word order:With the growing of age, subjects’ability of comprehension of word order are also growing; throughout the learning process, word order errors are emerged most frequently in the primary stage, namely, the studying of simple sentence.As there is a big gap between Chinese and Spanish, especially in word orders, it is difficult for learners to learn and use Chinese perfectly without the influence of their mother language. Therefore, it is of great necessity to make comparison and contrast on these two languages. From the angle of students, this thesis analyses the causes of word order errors, predicts the problems and difficulties that learners may come across during their study, and looks for relevant solutions, so as to help learners get rid of the disturbance of their mother tongue from its origin and to reach the goal to eliminate word order errors for learners.