Acquisition Research On Pre-intermediate Overseas Students’ Non-interrogativeusages Of “who”

The non-interrogative usage of “who” is an important grammar point in modern Chinese, which is also a major difficulty for overseas students to learn Chinese. Hence, the teaching of the non-interrogative usages of “who” plays an extremely role in the teaching of Chinese as a foreign language. Under the guidance of error analysis theory and inter-language theory, this thesis adopted the questionnaire method and corpus study method to conduct a survey and analysis of the error and acquisition situations of pre-intermediate overseas students’ non-interrogative usages of “who”, in the hope of offering some help to the teaching of the non-interrogative usages of “who”, so as to enable pre-intermediate overseas students to better grasp the interrogative usages of “who”.The thesis is composed of four parts:The first chapter is the introduction part, which mainly illustrates the goal and meaning of the subject and expounds the research content, theoretical basis and research methods of this thesis.The first chapter involves the research review and the classification of the non-interrogative usages of “who” carried out in this thesis. Based on previous studies, the author classified the non-interrogative usages of “who” into four categories: arbitrary reference, arbitrary reference, arbitrary reference and particular reference.Chapter Two is about the error and acquisition situations of pre-intermediate overseas students’ non-interrogative usages of “who”. On account of the research goal, the author designed targeted questionnaires and analyzed the results of the survey. Therefore, the author obtained the error situations of overseas students’ comprehending and using the non-interrogative usages of “who” and summarized the error types and causing reasons. The author also utilized corpus research method to analyze the acquisition situation of pre-intermediate overseas students’ non-interrogative usages of “who” and summed up factors influencing acquisition.In Chapter Three, teaching suggestions are given on the non-interrogative usages of “who” in the teaching of Chinese as a foreign language. The thesis raised four teaching suggestions: Optimizing the teaching material and proper use; step by step and paying attention to summarizing; various methods and more practice; appropriate guidance and arousing interest.The fourth chapter is a summary. The author explained the findings in the Summary section, and points out the research value and shortcomings of this article.