Research On Chinese Comparative Sentences Acquisition Of Xinjiang Minority College Students

Comparison is one of the significant ways to know the world. People are limitedby the physical strength and mentality in the process of knowing the complex world,so that they are not able to identify or distinguish things individually, thus,classifying becomes the major method by which people realize things. It is called“comparison” as grammatical meaning if the comparisons between things andobjects are reflected in linguistics. Comparative sentence is one of the frequentlyused expressions in Chinese while there are many errors when Xinjiang minoritycollege students use them. Methods in compiling compositions of students andinvestigating examination papers are adopted in the essay, at the same time, theinvestigation employs the research productions in Chinese noumenon and acquisitionof Chinese as a second language for references. Then some researches have beendone on Xinjiang minority college students in mastering and using the comparativesentences at certain time, the paper studies on the situation of mastering andapplication of comparative sentence of Xinjiang minority college students. Thesynchronic level, in the mean while, explanations have been made in cognition andsome suggestions have been given in teaching Chinese comparative sentences.The essay is mainly divided into five parts:The first part is the foreword, which mainly introduces the topic reason,significance of the research, related conceptions, review of research, and design ofthe research.The second part is analysis on using Chinese comparative sentences of Xinjiangminority college students, which are based on the collected natural written corporaand test.The third part is explanation in cognition about using Chinese comparativesentences of Xinjiang minority college students, and explains the reasons for therates of using eight Chinese comparative sentence patterns and errors by categorytheory and mark theory.The fourth part mainly puts forward some suggestions in teaching Chinesecomparative sentences:(1) From easy to difficult, step by step.(2) Decomposition ofteaching and combination of teaching.(3) Teaching Chinese comparative sentencesby comparing Chinese with native language.The fifth part is the summary of the essay. Through this research, we can get theconclusion about research on Chinese comparative sentences acquisition of Xinjiangminority college students:(1)Three types of Chinese comparative sentences: geometric sentences, comparative sentences, polar sentences, the situation ofmastering of these three types of sentences by students turns to that the best iscomparative sentences, the second is polar sentences, then is geometricsentences.(2)In comparative sentences, according to the four sentences,“比”字句（“X比YW”）whether in the use of natural language or in testing, it is the highestfrequency of using and correct rates, the rate of error is the lowest. Then it is theseventh sentence pattern--“X不比YW”（“不比”句）,and the seventh sentencepattern--“X不比YW”（“不比”句） is similar to the fifth sentence pattern“X没有YW”（“没有”句）, the sixth sentence pattern--“X不如YW”（“不如”句.(3)Thecase is better in “极比句”, the rate of error is much lower.(4)In “等比句”, thefirst sentence pattern--“X跟（和、同、与）Y一样/不一样W”and the third sentencepattern--“X像Y一样/这么（那么）W”, which are used much more frequently. Themaster of the two sentence patterns is similar. However they both exceed theacquisition of the second sentence pattern.