A Research On Intermediate And Advanced Level International Students' Acquisition Of Verbal Measure Words Borrowed From The Last Morpheme Of Separable Verb-object Words

The teaching of measure words and the teaching of separable words are both important problems in teaching Chinese as a second language. On the one hand, as a subcategory of borrowing active measure words, besides common characters of temporality and openness, active measure words borrowed from the last morpheme of separable verb-object words also have personality different from other borrowing measure words, which is related to the character of borrowing from separable words. On the other hand, the study of active measure words borrowed from separable words can't be separated from the discussion of separable words, which is one of the important and difficult points in teaching Chinese as a second language, so foreign students are prone to make biased errors in the acquisition process. Obviously, to explore this kind of borrowing active measure words has great significance to the study and teaching of measure words and separable words. This paper embarks on the ontologic study of it,combined with the linguistic data in CCL corpus, design a questionnaire based on the prediction of students, possible biased errors, to investigate the acquisition situation of intermediate and advanced foreign students.Through the questionnaire we found that there isn't such big difference in the acquisition extent between intermediate and advanced foreign students. The main problems that existing when they use this kind of borrowing active measure words are as follows: 1.on the issue of collocating with demonstrative pronoun, they didn't realize that momentum phrase itself is combined with numeral and measure word;2.the problem of collocating with numeral caused by the generalization in target language rules;3.on the issue of verb ellipsis, they focus on the verb collocating with borrowing active measure words;4.ignoring considering the restrictions of specific context and sentence structure from dynamic perspective;5.can't precisely grasp the syntactic position of momentum phrase consisting of borrowing active measure words and so on. Therefore, from the biased errors of students, I put forward five teaching suggestions, such as paying attention to the connection and contrast of interrelated knowledge, and also to the classification and summary during phased teaching, laying equal stress on semanteme,grammatical function's teaching and practical application, and so on. Then I made a teaching design taking “(?)??(?)??(?)??(?)?"as an example.