Acquisition Of Chinese Dynamic Auxiliary 'Guo' By Arabic-speaking Learners

The dynamic auxiliary 'guo' in modern Chinese has a high research value,the analysis of different rules of Chinese dynamic auxiliary'guo' is one of the important topics in the academic field.This paper addresses the practical needs of teaching the dynamic auxiliary 'guo'.Based on the theoretical results of previous studies,we compared Chinese and Arabic and analyzed the usage and acquisition of Chinese dynamic auxiliary 'guo' by Arabic-speaking learners,the acquisition order of rules of dynamic auxiliary 'guo',the error types,and teaching methods of Chinese as a foreign language.The purpose of this paper is to provide aid to Arabic learners and researchers of Chinese,as well as Chinese learners and researchers of Arabic.Meanwhile its can also help the teachers who teach Chinese as a foreign language to understand the error types and reasons behind these errors.In this paper we can learn the errors of the acquisition of Chinese dynamic auxiliary 'guo' by Arabic-speaking learners.Based on the error types,we obtained some teaching methods,which can be beneficial to Arabic-speaking learners to reduce the errors in acquisition,and,as a result,learn Chinese better.The paper is divided into six parts:The first chapter is a brief introduction of the reason for selecting the topic,research purpose and meaning.This part mainly analyses the research method and research idea,as well as provides insight into current research status of Chinese dynamic auxiliary 'guo' in the aspects of noumenon research,acquisition research and contrast between Chinese and Arabic in Chinese dynamic auxiliary 'guo'.The second chapter is aimed at analyzing the differences between Chinese and Arabic in terms of modern Chinese dynamic auxiliary 'guo'.First,we provide the summary of previous theoretical research results,and introduce the relevant research theories of the past tense verbs and verb sentences in Arabic.In this chapter we review and analyze grammar research of the dynamic auxiliary 'guo'.Based on that,we combined specific examples of the two languages and presented comparative analysis of various grammatical rules,summarized the differences and similarities between the two languages in the corresponding grammatical rules This laid a solid foundation for the follow-up study.The third chapter presents a solid analysis of Chinese dynamic auxiliary 'guo' by Arabic-speaking learners.The collected effective data on usage and acquisition of Chinese dynamic auxiliary 'guo' was based on the different usage rules.Our data comprised of the sentences of different levels of Arabic-speaking learners.Based on the results of our research and analysis of the causes of acqusition of Chinese dynamic auxiliary 'guo' by Arabic-speaking learners,we provide the data support and theoretical help for teaching Chinese as a foreign language.The fourth chapter mainly focuses on the research of the errors that the Arabic-speaking learners make when acquiring Chinese dynamic auxiliary 'guo'.This chapter is based on the study of the order of acquisition and analysis of the error types made by Arabic-speaking learners when using Chinese dynamic auxiliary 'guo' in different grammar rules.Conducting this research,we identified four types of errors that are presented in the acquisition process:the omission of 'guo',the over-use of'guo',confusion of 'guo' and 'le'('le' is used as 'guo'),'guo' and 'le' are mistakenly used together.Meanwhile,combined with specific examples,we provide analysis of the reasons for the errors mentioned above.The aim is to help learners to use the Chinese dynamic auxiliary 'guo' better.The fifth chapter puts forward corresponding suggestions in teaching Chinese as a foreign language,in particular in teaching dynamic auxiliary 'guo'.The chapter mainly contains three parts:the first part is suggestions for the teaching order of different usage rules of Chinese dynamic auxiliary 'guo'.The second one is the proposal of teaching difficult points of the usage rules of Chinese dynamic auxiliary'guo'.The last part is suggestions of usage of Chinese dynamic auxiliary 'guo' based on the error analysis.The aim of this chapter is to provide support to the study of the theory of teaching Chinese as a foreign language.The sixth chapter is the conclusion.The chapter summarizes the main points and points out research limitations.Based on the previous discussion we bring forward the implications for future research.