The Study Of The Development Process Of Quantitative Complements For Foreign Students

With the international popularity of Chinese and the development of teaching Chinese as a foreign language, the study of second language acquisition is more and more important. So it is necessary for us to do some practical research on the development process of Chinese learners. And complements including quantitative complements are a unique component of modern Chinese grammar constituents. Therefore, quantitative complements are the key and difficult points in learning Chinese for foreign students. But pervious researches on the quantitative complements are rare.The author divided quantitative complements into eight substructures, based on data from spoken Chinese of three sample representatives and written Chinese from compositions, using five analytical methods which are Frequency Analysis, Frequency of the Relative Proper Analysis, Accuracy, Complexity and Fluency Analysis, Corpus-based Analysis and Quantitative and Qualitative Analysis. The author also introduced the learning acquisition of quantitative complements and put forward some relevant teaching recommendations.This thesis is made up of five parts. The first chapter summarizes the outline and research status in modern Chinese and learning Chinese as second language acquisition. Chapter2gives an overview of research methods of second language acquisition which are used in the thesis. The sources of materials are from spoken Chinese by tracking recording and written Chinese by analyzing the corpus. The analytical methods include Frequency Analysis, Frequency of the Relative Proper Analysis, Accuracy, Complexity and Fluency Analysis, Corpus-based Analysis and Quantitative and Qualitative Analysis.Chapter3explains the source and collection method of oral materials. Three Chinese as Second Language learners were involved in the recording, all from Nanjing University. Every participant did OPI test and talked with the researcher regularly for two semesters. The researcher recorded the conversations and analyzed these materials, including learning process of three participants the spoken Chinese data overall and individually, complexity and fluency of verbs and measure words. The analysis found that the learning processes of three participants were all improving, although every participant had different characteristics.Chapter4studies statement of acquisition of written Chinese based on corpus. The author obtains the written materials of beginning level, intermediate level and advanced level by searching the600,000words of composition corpus and uses the same analytical methods that in Chapter3. In comparison with the conclusions of acquisition of quantitative complements in spoken Chinese, they have similar situation generally and the quantitative complements in written Chinese are better than that in spoken Chinese in complexity and fluency of verbs and measure words.In the last chapter, the author combines the results with practical study and teaching. Firstly, the arrangement of quantitative complements in recent outlines is reasonable. Secondly, compared with previous study, we draw the similar conclusion but have some differences at some stage. Third, there is the Co-opetition relation in quantifier complements. In the end, the author makes a number of effective recommendations for teaching quantitative complement.