A Study Of The Foreign Students’ Acquisition Of Verb’s Object-government Ability

This thesis conducts multi-level investigations on the foreign students’acquisition of common verbs and how to do textbook compilation based on the study of. With statistics and analysis from questionnaires and corpus collection focusing on the features of the learners’ native languages and the time of learning, etc, the article puts forward the teaching strategy of verbs with objects in teaching Chinese as a second language. Based on this, investigation and evaluation are also made on the compilation of the verbs and object-government ability of verbs in the two popular textbooks, namely Chinese Course (revised version), and New Practical Chinese Reader Textbook. This thesis is divided into three parts. Each part has different researching perspectives, yet the contents are coherent with their own focus, listed as follows:Chapter one conducts a comprehensive research and classification of the object-government ability of verbs in HSK (basic level) in a static state. First, the verbs are grouped into three categories, and then investigation is made on the number and features of each group. It is found that the largest part is the verb free with objects and there is no large gap between the numbers of verbs bounding with objects and verbs without objects. Then an analysis is made according to different features of verbs in each group. Secondly, the relationship between verb’s syllables and object-government ability of verbs is studied, and single-syllable verbs can carry more objects than polysyllable words, which is coincident with former researchers’studies.Chapter two conducts the investigation into the foreign students’learning results from perspective of second language acquisition through questionnaire and corpus collection. First, analysis is made on the general basis that foreign student’have a relatively lower accuracy rate for verbs bounding without objects and those without objects compared with that for verbs which are free with objects. By analyzing single verb, it is found that the time sequence in teaching and the complexity of verb-government ability, etc, have different influence on the effect of language learning. Secondly, the first result is specified from aspects of the effect of mother tongue transfer and the time length in learning Chinese, foreign students with different mother tongues show various learning results for the three groups of verbs. Generally speaking, the longer a foreign student spent in learning the verbs, the better the result, yet some of his or her former-existing mistakes are still remain, thus some teaching suggestions are put forward accordingly.Chapter three mainly focuses on the research of the complication of the verb-government ability in HSK (basic level) in two popular textbooks, namely, Chinese Course (revised version), and New Practical Chinese Reader Textbook. First, the investigation is made on the coverage rate of verbs according to the HSK (basic level), and it is found that both books have covered most of verbs in HSK (basic level), which has a relatively high reference value. Then the proportion of all kinds of verbs is calculated. Finally, some typical new words are chosen from the questionnaires and research is made for their usesages in the textbooks, then some evaluation and suggestions are put forward accordingly.