A Study Of Chinese Language Facilitation And Sentence Acquisition Bias For American Students At The Elementary Level

As a frequently used structure in Chinese,Causative pivotal sentences have always been the focus of International Chinese Education and a major difficulty for native English speakers to acquire.At present,there are relatively few studies on the acquisition of Causative pivotal sentences for American students at the primary level,it is of great theoretical and practical significance to study the error in the acquisition of Causative pivotal sentences in Chinese by American students at the primary level.This paper mainly includes the following four parts:The First part is the introduction,which mainly expounds the related connotation,research status,research significance and corpus sources.The Second part is an investigation on the acquisition of Causative pivotal pattern sentences by American learners at the primary level.This part mainly describes the survey object,survey content,survey method and the basic results of the survey.The Third part is the analysis of the main types and causes of errors.There are five kinds of errors in the acquisition of Causative pivotal sentences by American students at the primary level,such as improper collocation,omission,addition,word order error and sentence pattern mixing.These errors are mainly caused by:(1)negative transfer of the learner's native language,over-generalization of the target language rules,and "avoidance" strategy;(2)incomplete explanation by teachers,lack of targeted and single form of classroom exercises,and lack of necessary class questioning;(3)the arrangement of the expressions and sentences in some textbooks makes the words single,the explanation is not comprehensive,the discrimination of the words is not enough,and the number,question type and pertinence of the exercise design are not enough.The Forth part is mainly about some suggestions on how to improve the acquisition effect of the the primary Chinese level of American students.First of all,students should consciously conduct language comparison,strengthen the review and consolidation of knowledge points they have learned,and strengthen communicative exercises;Teachers should properly perfect the classroom examples of making classes and sentences,enrich the practice forms of classroom teaching,and improve the quality of classroom questioning.The textbook should properly enrich the arrangement of words,perfect the content compilation of classes and sentences,appropriately increase the discrimination of similar words and similar sentence patterns,appropriately increase the number and form of exercises,etc.