Native English Speakers Acquisition Of Modern Chinese Structural Particle

The particle structure is classified as an important function word in modern Chinese. It is frequently used in Chinese and thus turns to be a main focus and a difficulty in foreign Chinese teaching. According to the Outline of Foreign Chinese Teaching Grammars, the particle structure has to be taught at the initial stage. Meanwhile, the same rule applies to many other grammar textbooks. While the usages of the particle structure between English and Chinese, however, are quite different. The functions of the particle structure cannot be fully grasped at the initial stage by the learners. The learning of the particle structure should be emphasized again and again at not only the initial stage, but also the middle and the advanced stages. Or it would become a barrier to further Chinese learning. This paper examines Chinese particle structure acquisitions of the native English speakers. The data would be drawn from HSK dynamic Composition Corpus. The findings would summarize the error patterns appeared in the native English speakers’ learning Chinese particle structure process, and analyze these errors by means of error-analysis theory. In the end, the author intends to propose some teaching advices.This paper falls into five parts. The first part is the introduction. It will primarily elucidates the object, the intent, the significance and the methods of this study, as well as other explorations about Chinese particle structure “的、地、得” in the academia. The second part will introduce how the particle structure “的、地、得” historically evolves. It will also present their different usages among “ 的、地、得 ”. The third part will expound the error-analysis theory and summarize the error patterns made by the native English speakers during their Chinese learning period. The forth part will make an analysis about the interior and exterior reasons out of learning the particle structure “的、地、得”. The final part will offer some teaching suggestions and possible solutions to overcome the above-mentioned error patterns in Chinese Second Language learning process.