The Research On Indonesian Students’ Acquisition Sequence Of "Neng、Hui、Keyi"

Modal verb is very difficult and important in learning Chinese as a foreign language which must be mastered by students. However, we can find a fewstudied in the order of the modal verbs. So the author on the basis of previous studies investigate the order of Indonesian students leaning modal verb of Chinese “Neng/Hui/Keyi”. In this thesis,the reacher method is literature review,analysis of induction,questionnaires,dialogue quiz.This paper compares modal verb in Chinese with modal verb in Indonesian,with questionnaire about corpusof Beijing Language and Culture University and Indonesian students as well as comparison of the order of teaching in <Chinese Textbook>, to find the characteristics of the order of Indonesian students learning modal verb of Chinesesuch as “Neng, Hui and Keyi”, then put forward better teaching and learning strategy for Indonesian students learning Chinese and contribute to teaching Chinese as a foreign language.This paper is divided into six parts.Part one is introduction, which mainly introducing the cause of research, thetarget of research, the basis of theory, review of previous studies, and the innovationin this paper.In part two, we summarize the meaning of the modal verbs according to theresearches of the predecessors. And compare the Chinese and Indonesian modal verbin the meaning and grammar, to find out the similarities and differences. In meaning,we can find few restrictions in Indonesian, especially they can be mixed under similarcircumstances. In grammar, we summarized three aspects of the same points anddifferent points in Chinese and Indonesian modal verbs. The similarities points: it issame in the modal verb word’s location; It can be used alone; It can’t be overlapped ina sentence. The different points: After Chinese model verbs can be followed by thenominal object but Indonesian can do it; Chinese model verbs can be modified byadverbs of degree, but Indonesian can’t do it; The form is different in positive andnegative questions of Chinese and Indonesian. In part three, we investigate the corpus HSK composition of Beijing Languageand Culture University, and analyze the bias when international students usingChinese modal verbs. Accordingly, we can get the conclusion of international studentslearning the order of Chinese modal verbs “Neng/Hui/Keyi”,the acquisition orderis“Keyi”�'“Hui”�'“Neng”.The order of each modal verbs is “Neng3”�'“Neng2”�'“Neng1�'”“Neng4”;“Hui2”�'“Hui1”�'“Hui3”;“Keyi4”�'“Keyi5”�'“Keyi3”�'“Keyi1”�'“Keyi2”.Moreover, in this text analyzes the most bias that foreign student appearingbiased.In part four, we investigate the order of Indonesian primary-class andmiddle-class students leaning modal verb “Neng/Hui/Keyi “of Chinese and themeaning of Chinese modal verbs by the form of the questionnaire. And analyzes thesituations of the several questions in the questionnaire what is appeared. We can getthe conclusion that Indonesia students learning the order of Chinese modal verbs is“Hui�'Keyi�'Neng”. In addition, comparison of primary-class and middle-classstudents learned sequence of Chinese modal verbs. So that we found the same orderof they learned Chinese modal verbs,except the acquisition order of the meaning of“Keyi”.The order of each modal verbs is “Neng2”�'“Neng3”�'“Neng1�'”“Neng4”;“Hui1”�'“Hui3”�'“Hui2”;And the order of primary students is“Keyi4”�'“Keyi3”�'“Keyi5”�'“Keyi2”�'“Keyi1”,he order of intermediate students is“Keyi4”�'“Keyi3”�'“Keyi5”�'“Keyi1”�'“Keyi2”.In part five, we investigate the order Chinese model verbs in Indonesian studentsused textbooks, and the result is“Hui�'Keyi�'Neng”.The order of each modal verbsis “Neng3”�'“Neng1”�'“Neng4�'”“Neng2”;“Hui1”�'“Hui3”;“Keyi2”�'“Keyi1”�'“Keyi5”�'“Keyi4”�'“Keyi3”. In addition,we contrast it with the corpus of BeijingLanguage and Culture University and the order of Indonesian students leaning modalverb of Chinese. Thus we can find that they are discordant, moreover got the samepoints and different points in Indonesia students and international students. At last, weproposed our suggestions. We hope this survey can help teaching foreigners to learnChinese. Part six is a summary of the above research, and proposed the lake of article.