An Investigation And Research On The Acquisition Of Chinese Existential Sentences By Foreign Students In The UK And The United States At The Elementary Level

Chinese existential sentence is difficult for elementary Chinese learners to master,and beginner international students from the UK and the US have a high frequency of errors in acquiring it.The survey and analysis of the acquisition of existential sentences by beginner students from these two countries can further grasp the acquisition and use condition of existential sentences by British and American students,and also help to provide a necessary basis and reference for the improvement of the teaching of existential sentences in Chinese.This paper consists of five main parts:The introductory mainly outlines the connotation,current research status,research significance and corpus sources of Chinese existential sentences.The first chapter mainly investigates the overall situation of Chinese existential sentences' acquisition and teaching for British and American elementary students,and illustrates the investigation objects,contents,methods,and the basic findings.Among them,the basic findings illustrate basic acquisitions presented by British and American students,the teaching status of international Chinese teachers and the textbooks' arrangement of existential sentences' contents.The second chapter mainly analyzes the main errors in the acquisition of Chinese sentences by British and American beginners.The six main types of biases existed in British and American elementary students,such as wrong order,omission,improper collocation,wrong addition,wrong substitution,and evasion,which were mainly due to learners' negative native language transfer,poor application of learning strategies,poor organization of teachers' teaching activities,and poor arrangement of existential sentence in teaching materials.The third chapter mainly focuses on suggestions for improving the acquisition effect of Chinese existential sentences by British and American elementary students.Learners should actively grasp language differences and improve their learning strategies;teachers should improve content explanation of existential sentences,make sufficient preparation for the class,refine the organization of teaching sessions,and enhance the motivational teaching strategies;textbook layout should perfect the interpretation of existential meaning,emphasis intralinguistic contrasts and the arrangement of recurrence,optimize the arrangement of exercises.The concluding section mainly summaries the study and the main conclusions.