| Zai, as one of the multi-meaning adverbs in modern Chinese language, is difficult to acquire by foreign language learners. Guided by second language acquisition (ASL) and interlanguage theories, based on resources of interlanguage and native Chinese language materials, we conduct a study on the acquisition of Zai by foreign students. In the research we employ several quantitative methods including statistical analysis, error analysis and questionnaire. According to the research results, further we make suggestions on the teaching of Zai.The thesis is composed of seven chapters, which are briefed as below:Chapter One contains an introduction of the theoretical and practical values of the selected topic, the scope of research and method to be employed, as well as a summary of predecessors' researches related.Chapter Two discusses the classification of Zai's various meanings and functions. Taking reference of predecessors'points of view, we re-sort the functions of Zai into 14 types in five groups of meaning.Chapter Three studies the output volume of Zai in interlanguage materials according to different functions, supplemented by a comparison with the statistics of native Chinese language materials. Chapter Four focuses on error analysis of the sentences with Zai, classifying errors into four groups, describing each of them and probing the causes and origins behind them.Chapter Five introduces the results of subjective and objective questionnaire and summarizes the overall acquisition of Zai based on the statistics of output volume, error rate and difficulty appraisal. Furthermore, we deduce an acquisition order of foreign students between different functions of Zai. With the above results and order in mind, we investigate the language points concerning Zai in an authorized Chinese teaching syllabus and two sets of Chinese textbooks, and thus make proposals on the teaching of Zai.Chapter Six, conclusion of the thesis and issues to be further studied.Appendix is a sample of the subjective and objective questionnaire. |
