Foreign Students Learn Chinese Post-association Mark Acquisition

Based on preview studies, this paper determines the study objects from position, correlation and function perspective. According to the complex sentence system put forward by Xing Fuyi(2001) and the type of complex sentence in which postposition connective marker appear, the postposition connective marker can be divided into three categories:causality category, parallel category, adversative category. Then this paper analyze different postposition connective marker's function:"Dehua", "Yufou", "Zeyi", "......Yeba/yehao,......yeba/yehao" have more powerful semantic association function; there is little difference between semantic association function and discourse tagging function of "Qijian", "Bushuo", "Yeba", "Yehao"; "Qian", "Zaishuo", "Jiushi(le)/bianshi(le)", "Hou", "Bale", "Eryi", "Haole", "Zhong", "Suanle", " Deyuanyin", "Shi/deshihou" have more powerful discourse marker function.This paper investigates the situation of acquisition which foreign students learn postposition connective marker, and discovers the following features:(1) the number of causality category is largest and the number of errors is smaller. The frequency of using "Dehuai" which appear in suppose sentence is highest, but the error rate is also highest. "Yufou", "Zhong", "Deyuanying", "......Yeba/yehao,......yeba/yehao", "shi/deshihou" have errors. (2) The number and the types of parallel category and adversative category are less than causality category. The errors that appear in the parallel category are "Qijian" in purpose sentence. The errors that appear in the adversative category are "Bale" and "Eryi" in adversative sentence. (3) Postposition connective marker's allocation patterns in different study period are different, and have large differences with native speakers. (4) There are four types of errors, which are redundancy, misuse, disorder, omission.According to postposition connective marker's correct rate, the usage rate and the error rate of different study period in interlanguage, referring to interlanguage and native speakers postposition connective marker's frequency of usage, combined with the usage of HSKdongtaizuowen corpus, this paper arranges the degree of difficulty in each category. Finally, combining the degree of difficulty with investigation of teaching outline and teaching material, this paper gives corresponding teaching suggestions.