A Study On The Acquisition Of Chinese Modal Adverbs Denoting "Probable" By Foreign Students

In the Chinese mood adverbs,Chinese modal adverbs denoting "probable" is a kind of easy,low level Chinese mood adverbs which foreign students study earlier.Now the existing research of acquisition of Chinese mood adverbs only include some Chinese modal adverbs denoting "probable",and lack of special research for Chinese modal adverbs denoting "probable".This paper,based on the study of 11 Chinese modal adverbs(e.g.probably,perhaps,about,etc.)and HSK Dynamic Corpus,takes a comprehensive exploration of second language acquisition(SLA)from four perspectives of semantics,sequence,co-occurrence and coexistence.Based on it,relevant errors will be analyzed and the reasons why it influences SLA will be studied from the perspectives of teaching materials,pedagogy and foreign students.Finally,some pedagogical implications will be addressed.Based on the detailed and comprehensive investigation of the four distributions of Chinese modal adverbs denoting "probable".The overall situation is:In terms of the semantic features of words,the usage of meaning-oriented items is studied,which indicated that some of them are rarely used by foreign students.The distribution of sequence is as follow:3)NP+ modal adverb+VP;1)modal adverb +NP+VP;2)modal adverb,+NP+VP;4)NP+VP+ modal adverb;5)modal adverb.As for co-occurrence,the co-occurrence relationship among modal particles,modal verb and"be" is studied.The modal particles are de,le,ne,ba,ya,ma,a,la.The modal verbs era hui,neng,keyi,yao,nenggou,gan.The coexistence among Chinese modal adverbs denoting "probable" and other kinds of Chinese adverbs mainly are time adverbs,modal adverbs,degree adverbs,range adverbs,repetition adverbs,frequency adverbs and multifunctional adverbs,i.e.ye,you,dou,jiu,hai..There are 14 kinds which are mainly interval coexistence among internal conjunction of Chinese modal adverbs denoting "probable".The coexistence of single Chinese modal adverbs denoting "probable" mainly are yexu,keneng.Based on the analysis of the second chapter,the third chapter divides errors into tour categories,i’e.omission,redundant,confusion and wrong order from the perspectives of grammatical form and semantics.The omission rarely occurs include omission of Chinese modal adverbs denoting "probable" and other kinds of adverbs.Redundant comprises duplicated semantics,semantic contradictory,over-use and surplus.Confusion comprises two categories:speech and lexical meaning.The first part is that "kongpa" is mistaken for a verb.The second part of confusion of lexical meaning are "keneng" and "keyi","haoxiang" and "xiang".Wrong order comprises modal verbs,other kinds of adverbs,"be",universally-quantified subject and NP+modal adverb+VP.The fourth chapter analyzes the reasons for the acquisition of Chinese modal adverbs denoting "probable" from teaching materials,pedagogy and foreign students and proposes some suggestions of teaching Chinese as a foreign language.The problems of teaching are mainly caused by simple explanation,single form of example sentences,insufficient exercise and the lack of teaching of discourse and pragmatics.The problems of foreign students comprise three parts.The first part is misunderstanding of part of speech and meaning.The second part is that foreign students’ scope is consistent with Chinese’s.The third part is that students from different cultures have different pragmatic habits.At last six suggestions are proposed:1)different language elements in different stages of learning should be emphasized;2)reasonable teaching situations should be established;3)language contrast teaching should be strengthened;4)the overuse of the Chinese modal adverbs denoting"probable" should be prevented;5)the explanation of words in the textbooks should be accurate and classic example sentences should be clarified;6)compiling words can be considered from the characteristics of the synonymous and semantic aggregation of words.