The Research About Attributive Word Order And Attributive Marker "De" Errors Of The Learners Whose Mother Tongue For Indonesian

This thesis mainly study the attributive word order and attributive marker "de" errors of the learners whose mother tongue for Indonesian. And the errors were analyzed, which put forward the teaching suggestions on the basis of. This thesis consists of five parts.Introduction, elaborated the theoretical review of attribute and the bias of attributive word order and attributive marker "de", which paly a role of background and a summary of the following.The first chapter is the similarities and differences between Chinese and Indonesian attributive word order. Based on the analysis and comparison of the Chinese and Indonesian language attributive word order and the usage of attributive marker "de", error analysis plays an important theoretical support. Although Chinese and Indonesian sentences are SVO order, but the two set in the structure of the word order is of great difference. Indonesian general word order is attributive appear after the noun, only the number of words and demonstrative pronoun can appear before the language center; and attributive word order in Chinese is different from Indonesian word order, attributive almost only appear before the language center. In addition, the performance of the Indonesian and Chinese attribute marks are also different.The second chapter is the survey of attributive word order and the acquisition of symbol word “de” of native Indonesian learners. Show the biased errors of Chinese attributive word order and attributive symbol word “de” of native Indonesian learners in Chinese acquisition. Error mainly acquired through the questionnaire and retrieval of the Beijing Language and Culture University HSK corpus. The questionnaire contains two aspects-- attributive word order and attributive sign word "de”. There are two main question types: one is multiple choice questions, set up multiple attribute different arrangement of the word order and the presence and absence of the“de”, in order to survey the error of the order knowledge of subjects; the other is the sorting questions, make the subjects sort a variety of attribute words to survey error in using of the knowledge of order. Study of Beijing Language and CultureUniversity HSK corpus is collecting the errors of attributive word order and attributive words "de”. At the end the errors tend to appear are shown by the table.The third chapter is the analysis of the reasons for the deviation of the attributive.Mainly from two aspects of internal and external reasons, the internal reasons are the negative transfer of mother tongue and the negative transfer of the target language.Through the comparison of Korean learners and English learners’ attributive bias errors and attributive marker word errors to prove the negative transfer of Indonesian natives, found that Indonesia primary students’ bias mostly affected by negative transfer of mother tongue, and generally are postpositive attributive error. Target language negative transfer errors appeared a lot in the intermediate level Chinese learners, although they have a general understanding of Chinese attributive word order, but sometimes still can not be firmly grasp, resulting in negative transfer. The external reasons mainly include the teaching material, the reason of the learner and the influence of the environment. Good materials can make the learners to quickly grasp the grammar points, in the third chapter are analyzed in detail in Hebei Normal University study abroad students intensive reading textbooks, that distinguish words attributive not related to and practice involves the need to strengthen. The reasons of learners mainly from the length of time in Chinese learning, learners character,learners foundation and interest, general learning effect is proportional to earning time length, learning interest, learning foundation, mainly proved from the tabular data.The fourth chapter is the suggestions for teaching Chinese attributive word order and sign word "de". Put the teaching suggestions based on the first three chapters of the error analysis. Give suggestions on teaching from three aspects of learning environment, teaching materials and teachers and learners. Teachers, teaching materials and environmental aspects are the external conditions, learners themselves belong to the internal conditions. The suggestions of teaching materials mainly from two aspects: the grammar points and practice. Think of the number and types of grammar points and practice can be appropriate to increase. Teachers shouldunderstand the basic Indonesian grammar. Only in this way can they pay attention to the difficulties and focus, and then reminds the Indonesian learners the negative transfer of their mother tongue. In addition, teachers should use appropriate teaching methods to stimulate students’ interest. Provide a good atmosphere as far as possible from the external environment, for example in Chinese environment can be beneficial to Chinese knowledge. Internal cause is mainly from the angle of the learners, which includes mainly three part: learning strategies, communicative strategies and affective factors. The memory is good or bad, and the monitoring method and time appropriate to learn the Chinese language has great influence. On the other hand, learning cannot be afraid of communication error and escape the use of attributive words, emotional factors also need to learning and teachers to forest,good learning interest can make students learning Chinese much more easier.