Research On Acquisition Of Chinese “de” Clause By Overseas Students

On the basis of literature review, the current study firstly explores the syntax derivation of “de” sentences. Within the framework of EF-driven derivation by phase, “de” of functional category is proved to be necessary in the syntax derivation of “De” sentences. Additionally, three syntax rules of “de” sentences are reported: “Zhuo”, “liao” and “guo” cannot be put directly before “de”. The linearization relationship of “do-de”. Typically, the verb before “de” should be duplicated, when it takes an object.Next, the current study investigates the acquisition results of the above three rules for “de” sentences by overseas students through questionnaire surveys. The data show that as for the acquisition of the first rule that “zhuo”, “liao” and “guo” cannot be put before “de”, there is a significant difference between grade one learners and grade two learners. As for the acquisition of “do-de” linearization, a significant difference is also found between the two proficiency levels of students. As for the third rule, no significant difference is found because neither of the two grades of students has acquired the “verb-duplication” rule. The results suggest that to some extent, the proficiency level of students learning Chinese as a second language has influence on the acquisition of “de” sentences. However, the ineffective teaching may account for the failure of “verb-duplication” rule of “de” sentences.Finally, suggestions are provided for teaching the syntax of “de” sentences. First, for the teaching concept, it reflects that the teaching procedure should adapt to and match the learners’ pre-existing knowledge, experience, ability and interest. Besides, an environment should be created in which the leaners are able to express what they have acquired. Second, in viewing students, teachers should pay attention to individual differences. Neither over-estimate nor underestimate the students’ ability. Third, it gives good suggestions to how to improve teachers’ attainment. A teacher should does teaching according to the study result of ontology studies and of error analyses, and fully uses the multimedia. Fourth, the teaching materials should be taken as an ingredient instead of a center in the leaner ’s study and activity. The teaching material only serves as a teaching medium or resource. So the teacher is expected to process them creatively to some degree.