Study On Native English Speakers’ Acquisition Of Chinese Fugitive Sentence Based On The Accessibility Theory

Chinese Fugitive Sentence is a kind of sentence that is used to represent the condition of appearance or disappearance. It is generally considered to be under the sentence of existential structure. Chinese Fugitive Sentences have distinctive features in modern Chinese, and have high frequency in the field of teaching Chinese as a foreign language, thus the specific research on its acquisition is of very considerable significance. Taking native English speakers as the research object, based on the accessibility hierarchy which gets increasing academic attention, the thesis aims to achieve a complete and detailed research and analysis on the accessibility and acquisition of Chinese Fugitive Sentence, which points to a more effective Chinese language teaching.This article is divided into four chapters:Chapter1is the introduction part, introducing the purpose and main research field of this thesis. It also illustrates the theoretical basis and research methods, and the main problems as well.Chapter2is the general introduction of Chinese Fugitive Sentence. It also illustrates the classification of each part of the sentence and the types of Fugitive Sentence in this study. According to the mainly accepted method which divides the sentence structure into the three parts of A, B and C, this chapter discusses their separate characteristics. Further, we set up four dimensions in our Fugitive Sentence study, i.e. semantic category, syntactic complexity, frequency of pragmatics and syntax.Chapter3is the main part of the research. Detailed investigation and analysis is carried on dealing with the accessibility of Fugitive Sentence for native English speakers. Section1introduces the methods and experimental design of the research. After the statistics collection and comparative analysis in the second quarter, it elaborates the different performances of intermediate level and advanced level subjects under the classification of each dimension.Chapter4is the conclusion part of this article. Through the analysis on the result of the Fugitive Sentence accessibility, the article summarizes some of the conclusions. From the vertical point of view, namely, the learners’ accessibility on the longitudinal development, the degree of difference is obvious. Advanced-level learners generally have higher accessibility on Chinese Fugitive Sentence than the intermediate-level learners. From the horizontal point of view, namely, the learners’ accessibility towards different classifications, the performances under all dimensions present certain differences. Semantic categories of this dimension for the learners whose mother tongue is English has no obvious effect on their accessibility; then the other three dimensions, namely, semantic complexity, frequency, syntactic markers of pragmatics, have more significant impact on the learning process of Chinese Fugitive Sentence in different degrees. The article finally puts forward some suggestions in the field of teaching Chinese as a foreign language, aiming to explore a more effective Chinese language teaching.