Common Errors And Teaching Strategies Of The Acquisition Of The Chinese Interrogative Sentence Pattern In Foreign Chinese Teaching

Interrogative sentences in contemporary Chinese language refer to sentences that have the interrogative tone and denote questions. This language point is always a focus of attention. Many theoretical results of the ontological study of interrogative sentences have been achieved through the discussion of the professionals over the years. However, few guiding instructions of the ontological study of interrogative sentences are applied in foreign Chinese teaching.Interrogative sentences, as one of the most important teaching grammar points in foreign Chinese teaching, should become our focus. Interrogative sentences are not only the normal sentences that the Chinese often see and use but also the common sentences that international students use in their real life communication. However, during the foreign Chinese teaching process, the international students seem not to have a good command of interrogative sentences, which can be seen from their different acquisition orders and errors.This thesis aims to study and analyze the common errors made by international students in interrogative sentences acquisition, then provide some good guidance and advice for foreign Chinese teaching to adopt better teaching methods and strategies, thus better facilitating the teaching activities of interrogative sentences.This thesis has four chapters in all and Second Language Acquisition Theory, Inter-language Theory and Error Analysis Theory are applied toanalyze the errors made by international students in their interrogative sentences acquisition. HSK dynamic composition corpus are used as original materials. Research methods like microanalysis, macroscopic outline and statistical analysis are used to check the degree of international students’ command of interrogative sentences so as to draw some conclusions about general orders and laws of international students’ interrogative sentences acquisition. Statistics about error frequency are kept to decide the key points in foreign Chinese teaching. Teaching rules and methods in grammar teaching are put forward. On these bases, this thesis shall give its suggestions from aspects of teachers, students and textbooks to provide a reference for teaching activities of interrogative sentences.Chapter One This chapter introduces different concepts in related modern Chinese works and classifications of common interrogative sentences.Based on ontological knowledge, it introduces the development of interrogative sentences and related conditions of interrogative sentences in foreign Chinese teaching, and then puts forward questions which are studied in this thesis.Chapter Two This thesis adopts Second Language Acquisition Theory and other related theories to introduces some common second language acquisition concepts. It uses HSK dynamic composition corpus and interrogative sentences acquisition of international students in related projects as original materials to make related research and analysis in order to know the international students’ command condition of interrogative sentences and to divide them into tree levels——primary, middle and advanced. According to their different cognitive level, this thesis shall decide their different acquisition orders in learning interrogative sentences and find out the causes.Chapter Three Combined with the causes in chapter two, this thesis discusses common errors in acquisition and the causes. Based on erroranalysis theory, it classifies related errors that appear and then obtain the perspective proportion of different error type, thus finding out methods that can overcome or reduce these errors.Chapter Four Based on the error frequency and relative conclusions,we use relevant materials as chief source to analyze and discuss the chapter design in various interrogative sentence materials so as to see whether there are certain problems in the teaching material compilation. Grammar teaching shall be the main object of the discussion and the author’s own assumption and suggestions shall be put forward from three aspects of teachers, students and textbooks in hope to provide some help for teaching material compilation of foreign Chinese and for teaching interrogative sentences.