| As one of the important means to express the causal logical relationship,causal conjunctions can connect words,phrases,clauses,sentences,and even sentence groups and discourses.According to the nature of their connecting elements(cause or effect),causal conjunctions can be further divided into "cause-related conjunctions(e.g.,because,etc.)" and "effect-related conjunctions(e.g.,therefore,etc.)".In addition,the semantically similar epithets of cause-related conjunctions are different in syntactic position,selective co-occurrence component and pragmatic function,which may cause difficulties for non-Chinese first language learners in acquiring and using such conjunctions.Therefore,it is necessary to study its classification and investigate its errors.Based on the semantic,syntactic and pragmatic characteristics of causal conjunctions,this paper attempts to identify the possible difficulties in the acquisition of causal conjunctions by learners whose first language is not Chinese,and based on this,we examine the relevant corpus and questionnaires to find out the errors of learners’ acquisition of causal conjunctions,summarize the main types of errors,and provide targeted teaching suggestions for the correct use of causal conjunctions.The thesis consists of five chapters.The first chapter is the introduction,which expounds the basis of the topic selection and the significance of the research,reviews the related research on the cause-related conjunctions,thus clarifying the research objectives and research scope,and explains the theory and method of the paper.The second chapter analyzes the semantic,syntactic and pragmatic characteristics of causal conjunctions(mainly "because","due" and "since")from the perspective of international Chinese teaching.It is found that semantically,"because" and "due" generally represent illustrative causal relationship,but "because" focuses on causal explanation,while "due" focuses on semantic connection;"Since" mainly represents the causality of inference and emphasizes the judgment of inference;Syntactically,"because" and "since" are usually placed at the beginning of the preceding clause.Pragmatically,"because" the spoken language color is more obvious,"because" the written language color is more heavy,"since" the stylistic difference is not obvious;"because" can explain the fact and emphasize the cause,"because" emphasizes the reason of the event,"since" pays attention to the process of deducting the result from the cause;"because" and "since" in the discourse cohesion is more inclined to begin and end,"because" can link the past and the future;The subjectivity of "because" and "since" is strong,and the subjectivity of "because" is relatively weak.The third chapter,on the basis of the second chapter,combined with the relevant corpus in the HSK dynamic composition corpus,investigates the errors of Chinese learners in the use of cause-related conjunctions,and summarizes and analyzes the types of errors in the use of cause-related conjunctions by Chinese learners.It is found that the main type of error in the acquisition of cause-related conjunctions by non-Chinese first language learners is caused by the confusion of semantic relations.Based on the analysis and investigation results of the first two chapters,the fourth chapter summarizes the possible reasons for the bias of causal conjunctions,such as the complexity of cause-related conjunctions and the negative transfer of learners’ mother language.Finally,it provides teaching suggestions from the aspects of teaching methods and practice methods.Teachers can combine the concept of "Trinity grammar",summarize the common structural forms,pragmatic functions and typical contexts of causal conjunctions,and use diversified practice methods such as "story relay race" and "story telling by looking at pictures" to help students master causal conjunctions.The fifth chapter is the conclusion,which summarizes the content and views of the thesis,and points out the limitations of the thesis and the points to be improved. |
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