A Study On The Acquisition Of Chinese Exclusive Semantics By Cambodian Learners In Middle And Advanced Stages

In the field of Chinese as a second language acquisition,most of the existing research focuses on the acquisition of syntactic structures.It mainly focuses on the second language learners’ perception and mastery of the legality / illegality of Chinese grammar,and less on semantic appropriateness / inappropriateness.In this study,we investigated the understanding of exclusivity in Chinese "shi" sentences,"zhiyou" sentences quasi-split and general focus sentences by Cambodian Chinese learners at intermediate and advanced stages.Specifically,it can be divided into two aspects:（1）Can Cambodian Chinese learners at intermediate and advanced stages acquire exclusivity in the above four constructions? Can Cambodian Chinese learners at intermediate and advanced stages perceive subtle differences in exclusivity of the four constructions? The experiment found that Cambodian Chinese learners can completely acquire the exclusive meaning of Chinese "zhiyou" sentences,but the learners do not have the sensitivity similar to native speakers for "shi" sentences,quasi-splitting sentences and general focus sentences.but Cambodian Chinese learners’ sensitivity to these three types of Chinese exclusivity can increase with the improvement of language level and the extension of time in China.The reasons for the high difficulty of acquisition of the three types of structural exclusionary semantics mainly include the following aspects: language transfer,the strength of the four types of structural exclusions themselves are different,the learner’s lack of knowledge of the truth-value condition,the learner’s The focus of the sentence is different,the frequency of use,the attributes of tacit knowledge,and so on.It should be pointed out that the main reason that affects Cambodian learners at the intermediate and advanced stages cannot fully acquire the "shi" sentence,quasi-splitting sentence and general focus sentence is the lack of the learner’s knowledge of the truth condition.