Acquistion Errors Analysis Of Chinese Alternative Questions Based On Interlanguage Corpus

Alternative questions is a sub-type of Chinese interrogative sentence. There are varyingdegrees of acquisition errors during the elementary, intermediate and advanced stage of peoplewho learn Chinese as a second language. In this dissertation, we retrieved alternative questionswhich contains the form label "or" as our research object in HSK dynamic composition corpus.According to the characteristics of errors in Senior Students’ acquisition of Chinese Alternativequestions, we made a comprehensive study of the acquisition errors，error types, acquisitionfeatures and the causes in the corpus of Chinese alternative questions. According to theexaminees’ Chinese level, we divided the corpus into four grades as D, C, B, A from low to high,depends on their HSK Advanced Certificates type. We combining the acquisition study with theontology study of the Chinese alternative questions, qualitative analyze with quantitative analyze.And then, analyze the types of errors and acquisition features, seek the causes of errors, andproposes measures to eliminate errors accordingly, including teachers’ teaching strategies andstudents’ learning strategies, in order to provide some suggestions for Chinese alternativequestions acquisition study and teaching research.The first chapter is introduction, which elaborated the significance, purpose and content ofresearch, feasibility analysis, research methods of this dissertation, and the current fulfillment ofChinese alternative questions research, which is consisted of field-ontology research, analysis oferrors and acquisition research. The second and third chapters are about the errors analysis and errors features of Chinesealternative questions in the acquisition process. We put the corpus into four grades as D, C, B, Afrom low to high, depends on the examinees’ HSK Advanced Certificates. With research resultsof Jingmin Shao (1994) as a reference standard, we combined Chinese alternative questions’syntactic structure and the feature of the corpus errors, then summarized errors type in formerrors and content errors, to analysis errors phenomenon of students in different levels whilelearning Chinese alternative questions. Form errors are misuse related words, misuse deletingrules, misuse interrogative pronoun and misuse punctuation. Content errors are impropercollocation, composition incomplete or excess, pragmatic errors. Based on the errors analysis ofChinese inter-language, we can do a statistical analysis and summarize their error features, andlay the foundation of further research in cause of errors.The fourth chapter is the causes of Chinese alternative questions errors and thecorresponding research of teaching strategies. Based on the research of errors analysis andacquisition features, we dig the influence factors of examinees’ acquisition of Chinese alternativequestions, and divided error causes into extrinsic sources of error and intrinsic sources of error.Then propose teaching strategies appropriately, and formulate some reasonable learningstrategies for learners, in order to provide references for teaching and learning Chinesealternative questions in the future.The last chapter is epilogue. It summarized the research process and the researchachievements of this dissertation, illustrated the innovation of this dissertation, that is broke thecorpus origin limits of nationality and age, just based on their HSK Advanced Certificates, whichis universally adapting. The research also pointed out the problems and directions for furtherdiscussion.