The Experimental Research Of Recognitions Substantive Double Object In Chinese Sentences For Medium And Advanced Level Of Foreign Students

Based on quantitative and qualitative analysis,this paper is aimed to explore the recognitions mechanism and cognitive rules of substantive double object sentences,including experiment 1 and experiment 2.Experiment 1 is about the verbal valency of double object sentences;experiment 2 is about the animacy of indirect object.We mainly discuss the effects of the verbal valency,the animacy of indirect object and semantic categories by choice and sequence questions.This paper takes foreign students with medium and advanced levels of Chinese as our research objects.1.Experiment 1 includes 1a and 1b,the conclusions are as follows:(1)Verbal valency of double object sentences has an impact on the recognitions of substantive double object sentences for foreign students.Compared with bivalent verbs,trivalent verbs may easily stimulate the recognition of double object sentences for foreign students.For foreign students with medium and advanced levels of Chinese,their scores of trivalent verbs are higher than bivalent verbs.Meanwhile,we also find that foreign students have a better recognitions on bivalent verbs,especially on bivalent and meaningful verbs.(2)In connection with verbal valency,semantic categories also react on the recognitions of foreign students.Foreign students with advanced levels of Chinese are better than medium levels in the aspects of semantic recognition and understanding.(3)Foreign students with medium and advanced levels of Chinese are very similar in sequence,they take the trivalent and meaningful verbs as the first place,take the bivalent and meaningful verbs as the second place,take the trivalent and meaningless verbs as the third place,take the bivalent and meaningless verbs as the fourth place.It has tendency on choices:trivalent and meaningful verbs-bivalent and meaningful verbs-trivalent and meaningless verbs-bivalent and meaningless verbs.2.Experiment 2 includes 2a and 2b,the conclusions are as follows:(1)Animacy of indirect object of double object sentences has an impact on the recognitions of substantive double object sentences for foreign students.Compared with non-animate indirect object,animate indirect object may easily stimulate the recognition of doubleobject sentences for foreign students.For foreign students with medium and advanced levels of Chinese,their scores of animate indirect object are higher than non-animate indirect object.Meanwhile,we also find that foreign students have a better recognitions on non-animate indirect object,especially on non-animate and meaningful indirect objects(2)In connection with animacy of indirect object,semantic categories also react on the recognitions of foreign students.Foreign students with advanced levels of Chinese are very similar to the medium levels in the aspects of semantic recognition and understanding.(3)Foreign students with medium and advanced levels of Chinese are very similar in sequence,they take the animate and meaningful indirect objects as the first place,take the non-animate and meaningful indirect objects as the second place,take the animate and meaningless indirect object as the third place,take the non-animate and meaningless indirect objects as the fourth place.It has tendency on choices:animate and meaningful indirect objects-non-animate and meaningful indirect objects-animate and meaningless indirect objects-non-animate and meaningless indirect objects.Based on the results above,we will provide some targeted suggestions,including three points:(1)we should pay attention to the basic teaching of double object sentences,on the basis of this one,we need to properly enhance the proportion of the predicative double object sentences and clause double object sentences to promote the overall recognitions of double object.(2)Besides the typical of trivalent verbs,we should introduce the atypical bivalent verbs.By contrast and analogy strategies on verbs,we can enhance students' recognition and understanding for the double object sentences.(3)For the double object sentences,teachers should take the animacy into consideration.On the basis of the animacy,teachers help students to combine the indirect object with semantic instead of only focusing on theaspect of animate or non-animate of the indirect object.