A Contrastive Analysis Of Mandarin Chinese And Estonian Basic Grammar:Predicate Types And Question Formation Mechanisms In Relation To Possible Problem Areas For L1Estonian Learners Of L2Chinese

This paper is a contrastive analysis of Standard Mandarin and Estonian basic grammar, more specifically of predicate types and question formation mechanisms. Four types of Chinese predicates-verbal, adjectival, nominal and subject-predicate phrase-are analysed to see how they are represented in Estonian. Also, six types of question formation mechanisms are analysed in the same way-ma-particle, V/Adj-not-V/Adj, interrogative pronouns, alternative questions, question tags and elliptical questions. These topics are the tertium comparationis of this contrastive analysis.The aim of this paper is to highlight the most important structural differences in Chinese and Estonian in respect to these topics. Negative transfer theory is implemented to use these differences in order to try and predict some possible problem areas for LI Estonian speakers learning Chinese.The specific topics to be contrasted were chosen from the New Practical Chinese Reader Textbook1that is the most popular Chinese textbook used in Estonia. The contrastive process used in this study is a three step one:first, Chinese examples from the textbook and their Estonian translation equivalents are presented in tables; second, sentences in both languages are examined in figures and then analytically discussed; finally, contrastive statements about specific topics are formed. As this study is aimed at the affect Estonian grammar structures might have on acquiring Chinese ones, a European style framework of analysing sentences as being composed of a subject and a predicate is adopted in the analysis of both languages.The main findings of this study are ten contrastive statements about predicates and question formation in Chinese and Estonian. Based on these statements and on other observations made during data analysis, ten hypothetical problem areas for L1Estonian speakers learning Chinese are proposed. These possible problem areas are the secondary findings of this study and need further empirical testing.One of the potential practical implications of these results could be using them in Chinese teaching materials specifically aimed at students whose L1is Estonian. But more than anything this study could offer some useful insights for Chinese teachers in Estonia as many of them do not have any knowledge of Estonian. It might also be of some help to students who are looking for a deeper understanding of the language they are learning.Estonian-Chinese contrastive studies are a field where very little research has been done so far. As this study explores and contrasts only a tiny fracture of the two languages, it is hoped that further studies will continue this path and perhaps one day a comprehensive Estonian-Chinese contrastive project will be launched.