The Comparison Of The Repeated Monosyllabic Adverbs And Analysis On Errors Made By L2Learners

From the semanties,syntax and pragmaties planes, we analyze the differences andsimilarities of the repeated monosyllabic adverbs “hai(还),you(又),zai(再),ye(也)” inMandarin.On this basis,we organize and analyze the errors made by L2learners.And then wegive some teaching suggestions.Including the introduction and conclusion,this thesis is divided into seven parts:Chapter1: This part discusses the purpose and significance of the topic; summarizes theresearch on the repeated monosyllabic adverbs “hai(还),you(又),zai(再),ye(也)” byscholars;points out we adopt the three planes theory,and collect corpus widely.Chapter2: From the semantic angle,we analyze the differences of the repeatedmonosyllabic adverbs“hai(还),you(又),zai(再),ye(也)”.Firstly,we redefine the connotation ofrepeated adverb.We make narrow repeat called continuation into our research scope.In thisrange,we dissuss their differences from tense,subjective and objective,whether there is a pauseor not between the repeated action,whether the agentive is the same or not between theactivitises,and semantic orientation.Chapter3:From the syntactic distribution angle,we discuss the similarities and differenceson“hai(还),you(又),zai(再),ye(也)”used with other grammatical constituents. They havesimilar syntactic distribution. They can modify VP and connect with the adverb. But they alsohave a lot of differences. Such as only “you(再),ye(也)” can be connected withverb-complement phrase directly when they modify “V+quantitative phrase”,but they alsohave semantic differences.Chapter4: From the selection of sentence type and context two aspects,we analyze therepeated monosyllabic adverbs”hai(还),you(又),zai(再),ye(也)”,we find out they have thebiggest difference on A-not-A question.Only “hai(还)”can be used “V not”and “V not V”sentences.But in “hao bu hao(好不好),shi bu shi(是不是),xing bu xing(行不 行)”sentences,only “shi bu shi(是不是)”can be used for four adverbs.“hao bu hao(好不好),xing bu xing(行不行)”can be used for “zai(再),ye(也)”.Chapter5: We consider the HSK dynamic composition Corpus as the research object,from missing, misplaced, wrong-generation, add four aspects, analyzing the repeatedmonosyllabic adverbs “hai(还),you(又),zai(再),ye(也)”errors made by L2learners,pointingout the main reasons that cause errors are the negative migration of mothertongue,over-generalization of the target language and teaching misleading.Chapter6:We give teachers and students who are engaged in the repeated monosyllabicadverbs teaching some suggestions, hoping students can improve their Chinese expressionlevels with our help, and also hoping to provide a reference for Chinese language teachers, sothat make their teaching activities efficiently.Conclusion:Summarize the main points of the paper,and points out the inadequacies ofthis thesis.