Studies On Acquisition Of Chinese Transitive Verb-resualtative Constructions By Native Spanish-spoken Learners

This paper aimed to investigate the acquisition of Chinese transitive verb-resualtative construction by native Spanish-spoken learners.This thesis has introduction and text which includes 5 chapters in all.Introduction summarizes the related studying achievements and these give a general background for this paper.Chapter 1 describes systematically how to use Spanish describes the event of Chinese transitive verb-resualtative construction. This not only shows the differences between mother language and target language but also set a language background for the error analysis. The event of Chinese transitive verb-resualtative construction in Spanish aways uses one verb or a causal complex sentence to describe. Because in Spanish there is no such method to show causative event as Chinese. Spanish tends to use a verb which has temporal meaning to describe the event of Chinese transitive verb+complement.Chapter 2 analyzes the acquisition of Chinese transitive verb-resualtative construction by native Spanish-spoken learners by questionnaires. According to the teaching materals the paper sets the investigation item which includes 3 questionnaires: the first questionnaire aimed to find out the errors types, the second questionnaire explains the responses and attitudes in oral chinese of the learners, the third questionnaire surveys the teachers’ methods, attitudes, Spanish level, how to correct the errors of the homework and spoken language in teaching Chinese transitive verb-resualtative construction.Through the first questionnaire’s result, I summarize these types of errors: Omissions: predicate omission, complement omission, object omission. Misuse: predicate misuse, complement misuse, object misuse, negative adverb misuse. Disordering: misorder of predicate and complement, misorder of complement and object. Mis-addition: mis-addition ‘ 了 ’, mis-addition verb. Avoidance strategy: two sentences, subject-predicate sentence, complete avoidance.From the second questionnaire, I summarize that the learners who learn chinese less than 2 years when they meet verb-resualtative construction they trend to avoid it, and those students who learn Chinese more than 2 years will use this construction under the teacher’s guide but it always appears omissions and misuses.From the third questionnaire, I conclude the situation that teachers lacking knowledge about Spanish rarely use language comparison when they are teaching this construction. In terms of homework, they rely on the textbook and exercise book, which will cause monotonous form of exercises. To the errors of homework and oral Chinese, some teachers’ inactive attitude will effect whether the students can master this construction accurately.Chapter 3 analyzes the reasons of those errors that the influences of the mother tongue’s(Spanish) negative transfer, target language’s negative transfer and medium of instruction(English) on students’ learning the Chinese transitave verb-resualtative construction.Chapter 4 and chapter 5 propose some suggestions about those errors and also make some verifications. The paper points out that individualized instruction can be used to direct practice and promote education by comparative analysis between the two languages, perfecting the teaching materials and diversification of exercises.