The Analysis On English Speaking Students’ Acquisition Of Chinese Binomial Attributives

This paper mainly studies the acquisition of Chinese binomial attributives based on English-speaking students. On the basis of previous studies, through sorting out the existing teaching materials, we conclude ten kinds of the most commonly used10progressively increasing binomial attributes, and as the research object of this paper. Meanwhile, based on the theory of the combination of the dominant sequence using quantitative research methods,by questionnaire test, selecting English-speaking students as the research object, from the perspective of second language acquisition and learning perspective, focusing on the binomial attributive learning difficulty of English-speaking students, analyzes the acquisition phase characteristics, in order to teach Chinese as a foreign language in a new inspiration.This paper focused on solving the following three questions:(1) Through finishing Study of some existing Chinese teaching materials, we can conclude the types of statistical Chinese binomial attributive, summarizes the various components of the advantages of the binomial attributive position, provide a reference for the teaching of Chinese as a foreign language.(2) To test different levels of English-speaking students about Chinese binomial attributive acquisition, and to explore the acquisition process of English-speaking students about Chinese binomial attributive.(3) According to the results of the questionnaire to get binomial attributive acquisition difficulty, and to make a difficulty rating scale. At the same time, the author found in the of English and Chinese relative attribute differences,there are significant differences in the word order of multiple adjectives and possessive words and numeral combination, which led to the author’s thinking and put forward the expectations hypothesis:"the acquisition on English-speaking students of these two structures, the correct rate is very low, the acquisition result is very poor".I have researched the increasing binomial attributes of teaching material.Based on the "New practical Chinese book","Level Chinese","Good"16books of teaching Chinese as a foreign language study,we conclude40binomial attributive types, and select the top ten as the object of study in this paper. On this basis,from horizontal and vertical respectively advantage position on binomial attributives of each component are analyzed, the results show that each component has its own dominant position, in addition to non-possessive words and without "de"adjectives and nouns phrase can not be in the first sentence, the other ingredients are no such restrictions, and although all the binomial attributives types are existed, there are commonly and not commonly used in practice.On this basis, in the form of questionnaire, I investigate the Chinese binomial attributive by testing36English-speaking students.I divide the36students into three stages: primary,intermediate,advanced.The results show that:(1)English-speaking students learning Chinese binomial attributives will be affected by the negative transfer of mother tongue, especially in the initial stage.(2) On the whole, the correct rate of most types of students at different levels are high, the students learned better.It indicates that the ten binomial attributive studied is not difficult for students, students can basically grasp after learning.(3) On the whole, the result of students in the English-speaking students acquisition of Chinese binomial attributive, acquisition speed from primary to intermediate is relatively fast, acquisition speed growth from intermediate to advanced is not obvious.(4) In the Chinese binomial attributives acquisition process, students learn better about the same types of Chinese and English,not well about the different binomial attributives types.(5)Different levels of English-speaking students have different Chinese binomial attributives acquisition difficulty.(6)To English-speaking students, among all the binomial attributes types, the most difficult type is the combination of adjectives and adjectives. While the easiest type is the combination of the number of words and adjectives.On this basis,I put forward three suggestions for particle teaching:(1) In the initial stage, the teacher should not only teach grammar,teachers should consciously strengthen the comparison between Chinese and English, clear attributive position difference, force students to input Chinese binomial attributives rules;(2)To strengthen the advanced stage the semantic understanding, based on structural rules mastered emphasizes the need to understand the differences between attributive components of permutation and combination to from the angle of semantics, the habit of using semantic analysis to better acquisition of two attributes, reduce errors;(3) The difficulties and key points in each level of the students are not same, the teaching should be more targeted, teacher can not use the same teaching mode, they should concrete analysis of concrete problems to improve the quality of teaching.