A Corpus-based Study On Second Language Acquisition Of The Word "Duo" And "Ji"

Estimation expression is a kind of expression with high frequency in people’s daily life,and there’s more than one way to use an estimate,it is the most difficult to master the numerals or quantifiers followed by estimates of utterances.In particular,words with similar usage such as "多" and "几" are not only difficult to master,but also easy to confuse.Therefore,this study uses BCC corpus,Online corpus,HSK Dynamic Composition Corpus and global Chinese Interlanguage Corpus to analyze and summarize the situation of "多" and "几" used by Chinese native speakers and Chinese second language learners.The purpose is to provide some teaching reference for front-line teachers in teaching "多" and "几",and to help TCSL teachers have a deeper understanding of the characteristics of foreign students’ learning of "多" and "几" by studying the acquisition of "多" and "几".This paper is divided into four parts,the first chapter introduces the origin and significance of the topic,the research method,and the ontological research and acquisition research of the word "多" and "几".The second chapter is the analysis of the usage of the word "多" and "几".the syntactic format and semantic scope of the word "多 " and "几",are analyzed by using BCC corpus,HSK Dynamic Composition Corpus and global Chinese Interlanguage corpus.To explore whether there is a overlap between the preferred format and semantic scope of the word "多" and "几"used by native Chinese and second language learners.It is found that there are five common syntactic formats for"多".The most common syntactic format for Chinese native speakers and second language learners is "1,2,3,4,5,6,7,8,9,10+度量单位+多+（名词）".And compared with native Chinese,second language learners are more sensitive to the syntax "…0,…00,…000+多+度量单位+"重、长、大、后",they have atendency to avoid it.There are three common syntactic formats of "几".The most common syntactic format for Chinese native speakers and second language learners is "几+nominal quantifier".In terms of semantic expressiveness,compared with the number,time,measure and age of the semantic priority of Chinese native speakers,Chinese second language learners tend to use the structure of "多" to express time and age,which may be related to the source of corpus.The third chapter mainly analyzes the errors affecting the use of the word "多" and "几"by Chinese second language learners.Firstly,the errors caused by learners using the word"多"and "几" are analyzed and classified through HSK dynamic composition corpus and global Chinese Interlanguage corpus.Then it analyzes the background of mother tongue and learning level to see whether it has an impact on the error rate of learners.The study found,in terms of error types,word order error occurs most frequently in "多 ",and the word order error of "多"and quantifiers accounts for 86.20%,however,the word "几".is most often misused,omitted and abused,and there is almost no word order error.In terms of mother tongue background,the error rate of "多" and "几" used by foreign students from Japan,South Korea,Vietnam and other countries whose language and culture had been influenced by China is significantly lower.In terms of learning level,the error rate of middle and advanced Chinese learners is lower than that of elementary learners.The fourth chapter is the discussion and teaching enlightenment.Firstly,the error analysis is carried out from both subjective and objective aspects.The subjective reasons include intralanguage transfer,while the objective reasons include inter-language transfer,cultural transfer and insufficient teaching materials.After comparing the errors of "多" and "几",it is found that Chinese second language learners do make mistakes in the use of "多 " and "几".The first is to confuse "…0,…00,…000+多+类别词/度量单位/数词+（名词）" and "几与数字+（量词）".The second is a combination of two syntactic forms of "几+名量词/动量词"and "几与数字+（量词）".Finally,teaching suggestions are given.In terms of teaching materials,contents are designed according to the specific bias of second language learners,and comparing similar estimates like "多" and "几".Especially the first syntactic structure of"多" and the third syntactic structure of "几" which are easily confused by learners.Teachers’suggestions are to understand the bias tendency of foreign students in learning "多 " and "几",and to supplement the insufficient or missing parts of the textbook into the class,so as to help students reduce the bias.Finally,a summary of the full text is made and the deficiencies of this study are analyzed.