A Study On Grammatical Errors Of Immersive Chinese Learners In North Junior High School In The US

At present,Chinese immersion programs are developing rapidly in the United States.There are a lot of studies on this field abroad,but lacking in China so far,and there are even fewer studies focus on the language acquisition as well as the errors characteristics of learners under the programs.Through practice,it has been found that the Chinese proficiency of the immersive learners in North Junior High School does not meet the expectations of the program,and there are also phenomena and characteristics of their interlanguage grammar errors that are different from those of Chinese second-language learners in China.Through the analysis of the immersive learner's corpus,the author selects four high-frequency and representative grammatical error items as research objects: the error of the modal particle "Ma" at the end of the sentence,the word order error of the prepositional phrase as an adverbial,the error of the coordinating conjunction "He",and the error of judgement verb "Shi".Based on the research methods of contrastive analysis and error analysis,this paper predicts learning difficulties according to the “difficulty scale”proposed by Cliford Prator(1967);the prediction is verified by investigating the grammatical errors of immersive learners.At the same time,this paper searches the corresponding corpus of the domestic interlanguage corpus,compares the errors of immersion and domestic Chinese learners,explores the characteristics and laws of immersive learners' errors,and analyses the causes.The results of the investigation uncover that the two types of learners show differences in the distribution and amount of errors in the four grammatical items.What's more,the grammatical errors of the immersive learners are showing some features: within serious negative transfer of their native language,less intralingual errors,and beginner tendency.The reasons for this phenomenon are complex,which is related to the long-term advocacy of "de-grammaticalization" and the lack of error correction in immersive teaching,and is also affected by other macro factors.Based on above,combines the immersion education model and characteristics,this article proposes corresponding improvement strategies in terms of teaching methods,in order to contribute to the development of Chinese immersion programs overseas.