The Study Of Two-speaking Non-Chinese Students' Two-tone Parallel Synthesis Of Morphemes

Dual tone paralleled morphemes compound word shows features of strong productivity, complicated lexical structure. large number and frequent use, which make it become one unique type of Chinese compound words. As far as the form is concerned, some dual tone paralleled morphemes compound words can reverse the morphemes and become reversible paralleled morphemes compound words,while some cannot, or else it would become error. From the perspective of the relationship between morphemes of dual tone paralleled morphemes compound word, it can be divided into different types: synonymous morphemes paralleled compound word,related meaning morphemes paralleled compound word, antonymous morphemes paralleled compound word, partial meaning morphemes paralleled compound word,and so on. This paper aims at studying irreversible dual tone paralleled morphemes compound word, concluding these three semantic types. Word order is an important mean to express grammatical meaning in Chinese. As for compound words,morphemes order conveys important grammatical meaning. The learners whose native tongue is not Chinese are liable to make errors when learning irreversible dual tone paralleled morphemes compound words. This paper deliberately chooses 145 irreversible dual tone paralleled morphemes compound words, based on the textbook for overseas students from Education College of International Culture of NNU Intensive Elementary Chinese Course ? and Intensive Elementary Chinese Course ?,and takes Syllabus of Graded Words and Characters for Chinese Proficiency as the classified level standard. The specific contents of this paper are as followed.To begin with, study from two aspects of composite structure of morphemes and restraint factor of morphemes order, to figure out the factors of confining the morphemes order of dual tone paralleled morphemes compound word. According to the analysis, it found out that the confinement factors concluding phonetics, semantics,and culture, and so on. The learners whose native tongue is not Chinese tend to make errors of reversing morphemes order in learning process, for lack of comprehending these factors.In addition,investigating students' error by test of questionnaire. The research shows that morphemes order error of dual tone paralleled morphemes compound word is a common and stubborn error. Analyzing from student's language level and nationality, it appears these two results: (1)the error rate varies inversely with student's language level, which means the primary level students is more liable to make error; (2)the errors situation is different for students of different countries. In terms of each of examination questions , with the increase of difficulty of question type,the rate of morpheme wrong order from students are also on the rise. What's more, analyzing from the connection of error and dual tone paralleled morphemes compound word features, it shows the following four rules: (1)the error rate increases with the word difficulty; (2)the error rate of the words which are not in accordance with Chinese phonetic combination rule and semantic relation is higher; (3)the error rate of the words conveying Chinese traditional culture or pragmatic habits is higher;(4) the error rate of the words which cannot find corresponding word from student's native tongue is higher.To the end, analyzing the test result and error reason, it draws the following conclusion and comes up with some teaching suggestions. The reasons why students make error including three factors:(1)linguistic factors, such as negative transfer from native tongue, unusual structure of target tongue, and the feature of attach importance to morphemes order; (2)learner factors, including Chinese language level, cognitive psychology, and learning strategy; (3)teaching factors, mainly referring to teachers factor. And the teaching suggestions are as followed:(1)pay attention to cultivate learner's awareness of morphemes order; (2)set up lexical network by taking advantage of morpheme position; (3)combine morpheme teaching and word teaching;(4)explain the combination rule of paralleled compound word to some extent;(5)attach importance to the comparison study of student's native tongue and target tongue,to make clear the important difficult parts of vocabulary teaching; (6)cultivate learner's culture awareness, and pay attention to nationality of vocabulary.