Developing Process Research On American Students’Acquisition Of Chinese Resultative

Based on the longitudinal follow-up study and interlanguage writing orpus, this thesis mainly focuses on the developing process of Chinese Resultative among English speaking students, aiming to find out the universal acquisition process and developmental sequence. By adopting the longitudinal method, with actual dialogues, it tracks two American students of different levels for seven months to find out how they acquired Resultative in the target environment.The study use lateral correlation and vertical analysis to analyze the language material accumulated. Except for the language material, the researcher also analyzes the written language material, through law of development like accuracy, acquisition order. Then according to the data, the writer first summarize the differences between development of oral Chinese and written Chinese, then give some related suggestions to Chinese language teaching.First it gives a general introduction of the topic-selection reason, significance, object of study and also the main research approaches. This study chooses vertical chase analysis approach which is rarely used before in this field. In part two it mainly focuses on summarizing the current research on verb-resultative construction. And get the conclusion that in this related area, all the current research are only based on lateral correlation but lack of vertical analysis, and the objects of study are centered on Asian countries, but in short of Occident countries. In part three, the process of development is detailed analyzed, and it shows different acquisition periods between two students. In part4withdrawing valid language materials from "American student written language corpus", after analyze its accuracy, frequency of use, the study comes to the linear law of development. Part5is the conclusion part; it gives some effective suggestions to Teaching Chinese as a Second Language. And propose that for beginners, the advisor may guide the students to use erb-resultative construction the more the better. When it comes to the inter-media level student, the advisor may provide the students with corresponding context of words so as to improve the students’ accuracy.