A Study On The Acquisition Difficulty Of "Jiu" For Native English-Speaking Students Based On Practor’s Hierarchy Of Difficulty

In modern Chinese,“Jiu” has many meanings and complex grammatical meanings,with high usage rate.In Internationale Chinese Language Education,the teaching of“Jiu” runs through the primary,intermediate and advanced stages,which is the focus and difficulty of teaching research.At present,the ontological research of “Jiu” mainly reveals its characteristics from the aspects of semantic classification,semantic orientation and pragmatics.In Internationale Chinese Language Education,the research of “Jiu” mainly includes semantic research,error analysis of adverb “Jiu” and the acquisition sequence.There are few researches on the acquisition of English-speaking students from the perspective of acquisition difficulty.By employing the deductive method,this thesis summarizes eleven usages of “Jiu”,and predicts the acquisition difficulty of “Jiu” for native English-speaking students based on Practor’s Hierarchy of Difficulty and comparison between Chinese and English.It then analyzes native English-speaking students’ usage,accuracy and the types of errors of “Jiu”,to verify the predicted acquisition difficulty.This thesis comprises five chapters.The first one is the introduction,which mainly introduces the research background,theory and research methods.The second is the usage classification of “Jiu”.Combining the ontological research results of “Jiu” with the classification of “Jiu” in Internationale Chinese Language Education teaching syllabus and Internationale Chinese Language Education teaching research,eleven usages of “Jiu” are summarized,eight of which are the usage of adverb,and the other three are verb,preposition and conjunction.The third predicts the native English-speaking students’ acquisition difficulty of “Jiu” based on the comparison between Chinese and English and Practor’s Hierarchy of difficulty model.The fourth analyzes the usage,correctness and error types of the native English-speaking students in the elementary,intermediate and advanced stages,to verify the acquisition difficulty predicted in the third chapter.There are similarities and differences between the statistical results and the predicted acquisition difficulty,the reasons for which are related to composition topics and genres,teaching materials used by learners,teachers’ teaching content and learners’ learning conditions.The fifth is the conclusion,which puts forward suggestions on the compilation of teaching materials after examining the compilation of “Jiu” in Boya Chinese,and puts forward suggestions on the teaching process based on the predicted acquisition difficulty of “Jiu” and the results of corpus analysis.