The Study Of Chinese Construction “shì+X+de” On Second Language Acquisition

Chinese construction of “shì+X+de” is not only a frequently used sentence pattern in modern Chinese, but also an important and difficult point in grammar teaching for teaching Chinese as a second language. From the perspective ofsecond language acquisition, this paper starts with the observation and analysis of the sentences errors related to the construction, generalization and explanation of errors, reflecting the study of Chinese. The conclusion, then gives suggestions which are related to acquisition strategies to help foreign students acquire correct sentence construction.First of all, this paper looks back at the research results of “shì”, “de” and “shì+X+de” which from many famous specialists in the field, then defined the eight categories of sentence patterns related to the construction of “shì+X+de”. In the paper, we also elaborate on related theories, research methods, and make feasibility analysis. Secondly, with regard to the acquisition errors of the construction of “shì+X+de”, based on the principle of quantitative analysis, we analyzed the language data from inter-language corpuses and a survey designed specifically for the study, to establish the acquisition order, define the error types andboth describe and interpret errors.Additionally, based on the analysis and interpretation of errors, the study focuses on the study of Chinese from the perspective of syntactic, semantic, pragmatic, and hierarchical structure aspects by investigating eight categories of sentence patterns related to the construction. This includes, explaining default phenomenon, defining the interaction among syntactic elements, distinguishing “de” and “le” both with perfectiveness, generalizing the construction emphasis and shift focus laws of “shì+X+de” and “shì+X+le”; describing the quality of “X” and quantity of subject and discussing the argument relationship between“X”with changing elements and “subject”. Aimed at clarifying the distinctive grammar features of the construction, we can guide grammar teaching and avoid errors effectively.Finally, according to the cognitive perspective, we put forward practical acquisition strategies based on cognitive differences in individual learners. Combined with implicit and explicit cognition, this study resolves the semantic model of the construction, according to schema theory, and lists polymerization array, which enables students to deduce grammatical function. Moreover, in grammar teaching, much attention should be paid to logic and sequence, reasonable difficulty level and acquisition order for the purpose of making learners able to use the construction of “shì+X+de” correctly.