The Error Analysis Of Non-interrogative Usage Of Interrogative Pronouns By Foreign Chinese Learners

Interrogative pronoun is a very important kind of pronouns in Modern Chinesegrammar.The non-interrogative usage of interrogative pronoun is a grammar point on whichforeign students frequently make errors due to its various semantic meanings and complicatedstructures. Though theoretical achievements have been made abundantly at the current stage,many of them are conducted from the perspective of native language learners rather thansecond language acquisition. Based on written language corpus of foreign students of JinanUniversity and questionnaire, the thesis, with ontology as its theoretical basis, appliesstatistical analysis of corpus, error analysis and other methods to conducting a systematicanalysis of the non-interrogative usage errors of who, what, where, how and how many,discusses causes and explores effective methods. The thesis is divided into four parts.The writer intends to analyze students’ errors. The introduction part describes on thesisbackground, meanings and research methods, the sources of corpus and symbol signs, thenexplains theoretical bases which are error analysis and three plain linguistic theories and atlast overviews research achievements from the angle of classifications of thenon-interrogative usage of interrogative pronoun and TCFL teaching study. By summarizingand analyzing of error distribution of the non-interrogative usage of interrogative pronounobtained from the statistic results out of the collected corpus processing, the thesis describesand analyzes the errors of ten pronouns from the perspective of semantics and pragmatics andclassifies the non-interrogative usage errors of interrogative pronoun.Based on the above analysis, the thesis discusses the causes of making errors by foreignstudents in terms of the complexities of the non-interrogative usage of interrogative pronoun,the generalization of target language and the influences of teaching elements and puts forthsome effective advice on teaching material arrangements, classroom teaching and studystrategies. The aim of this thesis is to enlighten TCFL.