Han A Comparative Analysis Negate The Use Of The Similarities And Differences

This thesis contrasts the usage between Chinese and Arabian in a comprehensive and systematical way from the angle of the "Teaching Chinese as a Second Language". The contrast includes negation usage on the level of words as well as on the level of sentences, and emphasizes the differences of the negation usage between Chinese and Arabic.This thesis considers that the main differences of the negation usage between Chinese and Arabian are as follows: the number of negation words in Chinese is not too much but the number in Arabic is much more than in Chinese. As for the negation answer to thegeneral interrogative, the negation word "(?)"is chosen in Arabian, and the negation words"bu" and "mei(you)" are chosen separately in Chinese. As for the expression of the different negation foccus,it is displayed by the change position of the negation word. Generally, the element closely following the negation word is negation foccus. While In Chinese negation foccus are presented by "bushi" and "bingfei". Also In Chinese 周遍否 定 are presented by specific structures, but In Arabian there is no such phenomena. With regards to the form of answering to negative interrogative, Chinese is diametrically opposite to Arabian.The differences in negation usage between Chinese and Arabian reflect the features of these two languages, and the features are: Chinese belongs to radical languages, lacking changes in form, and the verb itself does not carry the sense of tense and aspect, thus there is division of function between negation words "bu" and "meiyou". Arabian is a language flexible in forms, and in sentences with verbs the sense of tense and aspect can be expressed by the conjugation.The author has conducted a survey among learners whose native language is Arabian, the result of which can be supplied to teachers who teach Chinese as a second language, so as to assist their class teaching and language testing. Besides, the author has also arranged the order in which the grammatical points appear in the teaching materials and hopes that it can serves as a reference for the writing of teaching materials.