A Study On The Acquisition Of "shi + De " Sentence By Native English Learners

The structure “shi+the phrase of ?de?” is an important grammar point in Chinese language, and it is also a key and difficult sentence pattern in the syllabus of teaching Chinese as a foreign language and the HSK level test program. On the basis of the previous research results, this paper divides this sentence pattern into three types:F1: S+“shi”+V(V-phrase)+“de”F2: S+“shi”+Adj(Adj-phrase)+“de”F3: S+“shi”+N(N-phrase)+“de”Through corpus statistics and questionnaires based on native English speakers acquisition, the author investigates the above three sentence pattern types by using the theory of Comparative Analysis, Error Analysis and Performance Analysis and summarizes the errors types of each sentence pattern and then analyzes their reasons for errors. On the basis of this, some teaching suggestions are put forward. This paper is divided into five parts:The first part: Introduction. This part introduces the background, significance, theory evidence, research methods and research contents.The second part: the overview of existing research results. This part is about the research results of the previous studies on the two aspects of Chinese Ontology and SecondLanguage Acquisition.The third part: the Acquisition research of the sentence pattern S+“shi”+Adj(Adj-phrase)+“de”. On the basis of the investigation of the acquisition of this sentence pattern, the types of errors are summed up, and the causes of each type of errors are analyzed.The fourth part: the Acquisition research of the sentence pattern S+“shi”+V(V-phrase)+“de”. The author investigates the acquisition of this sentence pattern, and analyzes the types and causes of errors.The fifth part: the Acquisition research of the sentence pattern S+“shi”+N(N-phrase)+“de”. This part includes the acquisition of this sentence pattern, the types and causes of errors.The sixth part: the teaching suggestions of “shi+the phrase of ?de?”. Firstly, we compare the acquisition of three types longitudinally. Secondly, we determine their teaching order and teaching emphasis. Finally, we put forward the different views of teaching.