Research On Sequential Acquisition Of Middle And Advanced Students On Homoatomic Adjectives With Two Syllables

Chinese Homoatomic Adjectives with Two Syllables are characteristic words of synonymous adjectives,its mastery will directly affect students' understanding and application of the whole sentence.This paper analyzed middle and advanced students' acquisition of 12 groups of double syllable synonymous adjectives,through statistical analysis,error analysis,contrastive analysis,description and interpretation of research methods,attempting from the theory of linguistics and cognitive linguistics,especially connectionist theory,under the background of statistics of Beijing Language and Culture University HSK dynamic composition corpus,and divided 12 groups of target wors into three kinds of words : semantic differences mainly,syntactic differences mainly,collocative differences mainly.In addition,to static aspect,this paper described semantic errors,syntactic errors,collocative errors from the aspects of lexical features,learners' cognition,teaching materials.And to dynamic aspect,this paper summed up the difficulty order of the middle and advanced students' acquisition of 12 groups of target words : syntactic differences mainly,<semantic differences mainly,< collocative differences mainly(the difficulty from low to high),and analyzed that the 12 groups of target words emerged the overall presentation of the progressive spiral stagger rise characteristics.At the same time,this paper analyzed the characteristics of the students' acquisition of three different kinds of target words,and found that,the correct rate,s in students' acquisition of semantic differences mainly target words ome increased first and then decreased,showing the "inverted U" development trend;and some tended to develope slowly,showing the "U" development trend,and different morpheme explicit better than different morpheme implicit;the correct rate showed the growing trend,and small parts have certain trend of students' of the acquisition to syntactic differences mainly target words;the correct rate mostly showed the growing trend,a small part showed " inverted U" trend in students' acquisition of collocative differences mainly target words.As a whole,the collocative structure constantly enriched,and the collocation objects increased with the improvement of the Chinese proficiency of the middle and advanced students,and finally become stable.Finally,this paper made a series of feasible suggestions from teaching materials,new words explanation in textbooks,practice settings,students' learning methods,aiming to provide some reference value for teaching Chinese as a foreign language in the future.