A Study Of The Acquisition Of Chinese Marked Comparative Sentences By Spanish-speaking Learners

Comparative sentence, as one of the sentences has a high frequency of utilization in modern Chinese language, received extensive attention of many linguists domestically and overseas. At the same time, because of its complex sentence structure, it has become one of the important sentence in teaching Chinese as a foreign language, especially the marked comparative sentence is prominent. Cognitive psychology research shows that the higher degree of structural form is more convenient to remember and deal with. “bi” sentence, “you” sentence“gen/he/xiang……yiyang” and “zui” sentence, these four categories which have obvious comparative marker are defined as marked comparative sentence,“bi”,“you”,“gen/he/xiang……yiyang”, “zui” are regarded as comparative marker that expresses meaning of comparison. Because of their particular syntactic structures which have obvious comparative marker, makes it become one kind of special sentence. And this special comparative sentence happens to be a kind of sentence pattern that Spanish native speakers often use in the Chinese conversation. In the process of teaching native Spanish speakers, we have found that students in the process of acquisition of comparative sentences made different kinds of errors. These errors not only occur in elementary and intermediate stages, even to the advanced level. There are still some problems in the aspect of acquisition and application. In teaching of comparative sentence, it is obviously not simply rely on the language sense, but depends on the researchers’ exploration on the problems. And these two indispensable aspects are integral from “detailed analysis of modern Chinese deconstruction” to “descriptive analysis of foreigners’ interlanguage”. Only the comparison is made between the two aspects can we find where the problems really lie in. Therefore, this topic is selected to give more meticulous and intensive research on the acquisition of Chinese marked comparative sentence by Spanish-speaking learners.This paper applies the ontology research combined with empirical analysis andclassifies the Chinese comparative sentence by its semantic category. According to different types of Chinese comparative sentences, and classification comparative sentences, at the same time, in the view of the grammar and semantic characteristics of Chinese comparative sentence the test paper is designed,which is divided into four parts: word location test, word order test, multiple choices and translation. Based on the test paper, the acquisition condition of Chinese comparative sentence of 45 native Spanish speakers who have different Chinese proficiency level was investigated.According to the error analysis, contrastive analysis and interlanguage theory, we find out the type of acquisition errors and analyze the causes of errors, then presenting the data proportions in the form of charts visually in order to examine the acquisition order of Chinese comparative sentence of Spanish-speaking learners.Spanish-speaking learners’ acquisition order of Chinese marked comparative sentence is S2(extremely comparison sentence)<S1(superiority comparison sentence)<S3(approximation comparison sentence)<S4(inferiority comparison sentence). It is found that addition is the most common error made by Spanish speakers in the process of acquisition of Chinese comparative sentences. Finally we put forward the teaching suggestions on Chinese comparative sentence in the aspect of teaching Chinese as a foreign language, hoping to provide reference for textbook compositions and promote the understanding and practical application of the comparative sentence, at the same time providing some help for the Chinese learners,especially for native Spanish speakers in the process of acquisition of comparative sentences and application.