Research On The Acquisition Of Modern Chinese Dual-object Construction

Chinese ditransitive construction is a special construction in the Chinese teaching. This article has analyzed the Chinese ditransitive construction in terms of ditransitive construction meaning, the classification of ditransitive verb, the relationship between ditransitive construction meaning and ditransitive verb, the extension mechanism of ditransitive construction arguments as well as the constructions easily confused with Chinese ditransitive construction. Moreover, based on the HSK dynamic composition corpus and Inter-language corpus, we also selected the ditransitive verb often used by foreign students, and then perform a detailed analysis on the acquisition situation of ditransitive construction by the foreign students. This article is consisted of the following four parts:The first part studies mainly the verb-classification and construction meaning of Chinese ditransitive construction. According to the described moving direction and meaning, The ditransitive verb in the Chinese ditransitive construction studied in this paper can be classified as five categories:"right-directed pass", "left-directed pass", "no pass", "right & left directed pass", and "blocking pass". With respect to the construction meaning, we consider the "pass-meaning" as the typical meaning of Chinese double object construction. At the same time, the meaning of double object construction is supposed to be produced by both the double object construction meaning and the meaning of ditransitive verb.The second part studies mainly the three constructions easily confused with Chinese ditransitive construction:"dative construction", "both subject and object construction", "preposition+V construction". From the view of construction grammar, the typical construction meaning described by Chinese ditransitive construction is mainly the "pass meaning", which emphasizes the change of possession right; While the construction meaning described by dative construction is "the spatial position change of S"; The core meaning of both subject and object construction is that "agentive argument makes someone or something in some state". In terms of extension mechanism of Chinese ditransitive construction arguments, all of the agentive argument, receiver argument as well as object argument can realize the semantic extension through metaphor and metonymy.The third part studies mainly the acquisition situation of Chinese ditransitive construction by the foreign students, we selected some frequently-used and relatively more typical ditransitive verbs. After the search and screening, we have collected 6803 samples where the ditransitive verb is used as inter-language in the ditransitive construction. Therein,5688 samples are right,and 1115 samples are wrong, resulting in an error ratio of 16.4%. Within the wrong samples, the errors can be classified as four different types:misuse, wrong-addition, omission and wrong-sequence. Moreover, there are 748 cases of misuse-typed error in the 1115 error samples, which is the most. Next is the omission-typed error with the 236 error samples; The third one is the wrong-sequence error with 77 error samples; The last one is wrong-addition error with 55 error samples. Accordingly, the accounted ratio of the above four typed errors in all the error samples is as the following:misuse 67.1%> omission 21.2%> wrong-sequence 6.9%> wrong-addition 4.8%.In the fourth part, based on the inter-language theory, we have analyzed the reasons for making the above four kinds of errors when using Chinese ditransitive verb.The reasons can be summarized as the following four aspects:the negative transfer of mother tongue, the negative transfer of target language knowledge, the influence of learning strategy and communication strategy, and the influence of learning environment. For the analysis of the cause of the errors, this article suggests that in the textbook writing, the grammar programs should be arranged in proper. Moreover, the attention should be paid on the emersion and consolidation of the grammar points with some related practices; In the class teaching, the comparative analysis and summary should be emphasized. At the same time, the teachers should also grasp the keys and difficulties in the learning process of students, and then teach them in a targeted fashion, at the same time consolidating the knowledge and revising the errors made by students in time.