An Analysis Of Word Order Errors Made By Indonesian Students On Chinese Multiple Attributes

Chinese multiple attributive word order, has always been a grammatical item that is difficult for foreign students to master in the process of learning Chinese. Investigating its reason, we can know that Chinese multiple attributive word order is inherently complex and Chinese scholars are still inconclusive on this issue. However, we still hope to be able to study this problem from the perspective of second language acquisition, with a view to providing new ideas for the Chinese research in this aspect. This paper selects the Indonesian students as the research object to analyze their difficulties in learning Chinese multiple attributive word order, and finds out the causes of word order errors made by them, in order to help them better grasp this grammatical item.According to the general steps of error analysis, we mainly study this problem from the following aspects. First of all, we respectively collect related corpora from two different ways:one is obtained from the HSK dynamic composition corpus; another is obtained through questionnaires and actual interviews. Then, we adopt the method of quantitative analysis and qualitative analysis to identify a few common types of word order errors that are made by Indonesian students. On this basis, we describe these word order errors from the aspect of the parallel multiple attribute, the additive multiple attribute and the staggered multiple attribute. Among them, the additive multiple attributive word order errors is the key part of the description. According to the semantic relations and syntactic function of each item in the addictive multiple attribute in a sentence, we subdivide into several categories for narrative. For example, word order errors of forming the genitive words, word order errors of adjectives and adjective phrases. Secondly, from the aspect of interlingual transfer, intralingual transfer, study environment, cultural factor and communication strategies, we explain the cause of word order errors made by Indonesian students. In this section, we focus on the influence of negative transfer of mother tongue on the Indonesian students’acquisition of Chinese multiple attributive word orders. Thus, using the method of comparative analysis, we point out the difference between Chinese and Indonesian in multiple attributive word orders. Finally, we try to capitalize on Khalil’s three errors evaluation standards, which are namely that error understandable degree, error acceptable degree and the degree of offence of errors, to evaluate the word order errors made by Indonesian students that are in different Chinese level. In addition, combining with the reality of teaching Chinese as second language, we put forward some countermeasures in the aspect of teacher teaching, student learning and textbook writing for reference.Through the discussion above, we can reach the following basic conclusions that are different from the previous. In the first place, when different Chinese levels of Indonesian students learn Chinese multiple attributive rules, they will have different learning difficulties. The primary level of Indonesian students have difficulty in learning demonstrative words, the intermediate level of Indonesian students have difficulty in learning subject-predicate phrases and verb phrases, and the advanced level of Indonesian students have difficulty in quantifiers. In the second place, from the aspect of the distance from the attribute to the central word, there is the biggest difference in multiple attributive orders between Chinese and Indonesian, that is possessive words and demonstrative words. In the third place, due to the impact of intralingual transfer and teachers’explanation, Indonesian students accustomed to arranging multiple attributes according to the number of Chinese characters. That is to say, they usually put the attributes that have fewer Chinese characters in front of the attributes that have more Chinese characters. In the fourth place, with the improvement of Chinese level, Indonesian students will have a better understanding on the rules of multiple attributive orders. In the fifth place, the cognitive styles of Indonesian students belong to the field dependence, so Indonesian students should set up corresponding monitoring systems (including self monitoring system and other monitoring system) in the process of learning Chinese. In a word, Chinese multiple attributive word order may seem easy, but in reality is not easy. Moreover, we also should pay more attention to the problem of Chinese word order in teaching Chinese as a second language.