Case Study Of Foreign Students' Chinese Attributive Acquisition Based On The Dynamic System Theory

The attributive is one of the most important components of modern Chinese grammar.There is abundant research into Chinese attributive ontology while there is a lack of research into Chinese attributive acquisition.In addition,the acquisition studies,mostly staying in the synchronic level,lack diachronic study while the research method is limited to the mean value analysis of accuracy,which does not reflect the complex,nonlinear and dynamic path of the attributive acquisition process.As such,this paper puts forward the topic "Case Study of Foreign Students' Chinese Attributive Acquisition Based on the Dynamic System Theory" as a legitimate means of addressing this disparity.It compiles four students'(14 times per person)natural spoken corpora in order to reveal the attributive acquisition phase and characteristics through the analysis of moving min-max graphs.Through horizontal contrastive analysis of the elementary and intermediate levels,it finds that with the improvement of one's Chinese language level,the number of attributive usages increases significantly.Compared to the elementary level,the diversity of the single attributive is better in the intermediate level,but still needs to be perfected.In the single attributive,the elementary level mainly uses X1,X2,X3,X5 and X6,five structures in total;the intermediate level mainly uses X1,X2,X3,X5,X6,X9 and X10,seven structures in total.Overall,the accuracy of the total single attributive of the intermediate level is higher than that of the elementary level.However,the accuracy of certain single attributive structure(such as X1)of the intermediate level is slightly lower than that of the elementary level.The accuracy of the binomial attributive increased with the improvement of their Chinese language level.However,it is still relatively low.In addition,the elementary level shows more inclination to hide "de" compared to the intermediate level.Through the longitudinal analysis of four students' spoken corpora,mainly adopting the moving min-max graph method,total attributive acquisition phase and each single attributive structure acquisition phases of each student are divided.By comparing the acquisition phases,it reflects that each student's attributive acquisition generally trends to develop to a higher level,with obvious individual differences.Paradoxically,the attributive level does not steadily rise as the general level improved.For example,student A,belonging to elementary level,shows the highest accuracy of the single attributive among the four students.Besides,the single attributive reflects unbalanced development among each structure.The accuracy of certain single attributive structures(such as X1 and X5)of the intermediate level is slightly lower than that of the elementary level.From the point of acquisition difficulty,X1 and X3 are relatively easy to acquire,while X5,X6,X9 and X10 are more difficult.X2 is difficult in the elementary level but easy in the intermediate level.In the acquisition process,persistent errors appear,specially the overgeneralization of the quantifier"ge" and the verb "zuo",as well as adverb misuse.Overall,the vocabulary of nouns,verbs and adjectives has a great impact on accurate usage.In addition,the misuse of"de" appears from beginning to end.Generally speaking,the attributive acquisition processes reflect complex,nonlinear and dynamic characteristics,which requires teachers to direct attention to the individual differences and adapt their teaching approaches to suit the specific aptitude of target students.Besides this,teachers should note the balanced development and the diversity among each single attributive structure.The teaching of the binomial attributive should also be strengthened.In addition,teachers are expected to help students find these recalcitrant errors so that students can overcome any attributive acquisition fossilization and move to the next acquisition phase faster and more smoothly.