Error Analysis Of Conjunctive Predicate Sentences By Chinese Second Language Learner

In modern Chinese,a sentence in which a connective-predicate phrase acts as the predicate is called the serial predicate construction.In serial predicate construction,all predicates share one subject and the order of predicates can not be changed.Otherwise,there is no associated word or pause in speaking among predicates.Ontology research of serial predicate construction is abundant,still the complex semantic relations and manifold sentence structures generate many differences of opinion.Due to its complexity,this grammar becomes a difficult point in foreign students’ Chinese study.Based on the data collected from corpus and questionnaires,this paper analyzes reasons of foreign students’ serial predicate construction study.Then suggestions are given according to the reasons.At last,we combine the theory with practice and design a teaching plan.This paper has six major parts including the introduction and the conclusion:The first part of the paper is introduction,which mainly introduces the object of study,the reason of selecting this subject,the ontology research and teaching research of serial predicate construction,corpus’ s source and research method.The paper mainly enumerates and analyzes some professors’ studies on this subject,both on ontology research and teaching research.The second part of the paper is about definition and structural types on the serial predicate construction.The paper defines the serial predicate construction in four aspects:The order of predicates can not be changed.All predicates illustrate one subject.Then we choose Zhu Dexi’ s method which classifies the serial predicate construction according to the sentence’s typical character,and sort the serial predicate construction into four types.The third part of the paper is corpus analysis.We use HSK dynamic Composition Corpus to collect corpus of these four types serial predicate construction by searching the typical characters----“le(了)”,“zhe(着)”,“lai/qu(来/去)”and “you(有)”.Then the bias corpus is summarized,and four types of error are summarized:omission,misusage,wrong addition and wrong sequence.The errors are analyzed in detail,such as the omission of tendency verbs and adverbials,the addition of adverbs and verbs,the misuse of prepositions and adverbs and the wrong order of objects and verbs.The detailed division of corpus errors can further explore the rules of various kinds of errors in the acquisition of Chinese among the foreign students.Types of bias corpus are collated into a form,in order to show readers foreign students’ situation of errors in learning serial predicate construction clearly.In the end of this part,a questionnaire about learning serial predicate construction is designed,and some are published on line.Then we analyze those collected questionnaires to make up the lack of date gathered from HSK dynamic Composition Corpus.The forth part of the paper is error reasons and teaching suggestion.The paper analyzes why foreign students have these bias errors in four aspects.These errors are caused by negative transfer of native language,generalization of English grammar,generalization of knowledge of target language and unsuitable methods on Chinese teaching.Then,in allusion to the causes of errors,some teaching suggestions are given.The fifth part of the paper is a teaching design about serial predicate construction.In this part,we survey some foreign students ’ background,including nationality,mother tongue and study time on Chinese and English.On the basis of error reasons and teaching suggestion,we choose Developing Chinese Elementary Comprehensive CourseⅡas the language textbook for oversea learners,and design a teaching plan on the serial predicate construction with the character “zhe(着)”in lesson 5 Why Do I Stand by Myself While Eating.The sixth part of the paper is the conclusion.This part concludes the main content if the paper,and provides some innovation points and weakness in this paper.