A Study On The Acquisition Of Evidentiality Words In Chinese

This article conducts a corpus-based investigation into the evidentiality words and their related structures in modern Chinese,which are tingshuo,jushuo,an,zhao,anzhao,ju,genju,yi,yiju,ping.After marked all the errors of the original entry in the corpus and analyzed all the statistics,the acquisition sequence of these words are arranged by combining with its grammatical and pragmatic functions.The thesis discusses the error types and the causes of these errors as well,which would be helpful to the textbook compilation and the real teaching process.Firstly,the author reviewed and presented the overseas and domestic research status of this subject from two aspects: the ontology study of Chinese evidentiality words and its Second Language Acquisition(SCA).But there are few studies on the SCA and errors analysis of these words.Considered the grammatical and pragmatic functions of the words,the HSK vocabulary and the language database in the corpus,the article determined the scope and object of study.Based on the above findings,the author made the rules of data choosing.After searching every object in the dynamic composition corpus of Shanghai Jiao Tong University,we obtained 813 valid sentences.Analyzed all the statistics in three levels,and by comparing the results between the relative frequency of proper usage and the counted stage scores,the acquisition order was decided as follows: tingshuo> genju> anzhao> an> jushuo> ju> yi> ping> zhao> yiju.Then,the article goes with the error analysis and divides all the errors into four categories: totally wrong with meaning or the characteristic of the words,misuse,missing word and excessive use.In addition,the thesis also analyze the differences between the two main areas: Japan and the Indo-European-speaking countries.We conclude that the causes of the errors including the generalization of the rules of the target language,mother tongue's negative migration and the intrinsic complexity of the related words.Finally,the author puts forward some suggestions for the teaching practice,such as put the word learning into real contexts and pay attention to the differences between Mandarin and their first language.