The Analysis On The Acquisition Of Chinese Single Atributive By Spanish-speaking Learners

In either English or Spanish, attributive is an important component of sentences. In view of the fact that the two languages spanish and chinese, they both have their similarities, but also have their own characteristics. During the process of learning Chinese, Spanish national students often make mistakes in the structure of single attributive. Therefore, this paper makes a comprehensive and systematic analysis on the CFL acquisition where we examined students whose mother tongues are Spanish.In this paper, with the horizontal scale research methods, we make a quantitative study of the students of Spanish countries on the learning of single attributive through questionnaires and natural corpus. According to the grammatical elements, Chinese single attribute is divided into11categories, we examined36students of Spanish countries with primary, middle and advanced level. Through the questionnaires, we get the relative frequency of all types of single atributive of the students. And then we have the analysis on acquisition difficulty, acquisition level and acquisition process. Monosyllabic adjective> verb phrase> prepositional> locative> quantifier> verb phrase> Verb> polysyllabic adjective and adjective phrase> pronoun> noun> Time Words (">"means harder than).Taking into account the limited number and the limitations of the results of the questionnaire, we collected natural corpus of the Spanish students to further analysis and additions. Through the analisis of the497valid corpus that we got from the Spanish students, we have the individual attribute acquisition difficulty and acquisition level, which will be the supplement of the conclusions of the questionnaires. Through questionnaires and corpus, we get the final acquisition level of the single attributive, The first level includes T4, T1and T2, the correct rates are more than80%; the second level includes T11and T6, the correct rates of these two types of single attributive are from70%to80%; the third level, includes T7, T3and T5, the rates are60%to70%within; the fourth level, including T9, T8and T10, are the lowest of these11types in correct rate which is50%to60%.According to the language performance of those subject, we discussed from the perspective of error analysis, divided error types, find the reasons that caused the errors. We believe that L1Transfer to a large extent interfere with the acquisition of the Spanish students on learning Chinese individual attributive. In addition, the generalization of the rules of the target language, the complexity of the single attributive structure also son the factors which influence the acquisition.From the comparison of Spanish and Chinese single atributive, we can predict the problems and difficulties encountered in the process of learning single Chinese attribute and make recommendations on teaching and design of the materials. Help learners to overcome the interference of the mother tongue, thereby reducing the errors by learning the Chinese attributive.