Investigation On The Language Order Acquisition Of Multilevel Attributive In TCSL And Teaching Suggestions

With the promotion of Chinese comprehensive national strength,Chinese international influence is increasing.More and more people choose Chinese as a second language.Because of the complex Chiense structure,it is a great challenge for learners to learn Chinese.Multilevel attributive structure is a difficult point in TCSL and the arrangement of attributives is not disorderly,but regular in this complex Modifier-Head construction.And foreign students do not have a good grasp of the situation.This paper investigates the language order acquisition of multilevel attributive and puts forward some teaching suggestions with more than 100 primary and middle advanced learners in South Korea and Cambodia as the research subjects.The preface introduces the reason,research methods,research review,and summarizes the current academic research on the ontology of multilevel attributive and the teaching of Chinese as a foreign language.Chapter 1 is ontology research of multilayer attributive,introducing the definition of multilevel attributives,the structural classification of multilevel attributives:additive and interlaced.Finally,it introduces the word order of multilevel attributives drawing lessons from the views of Huang Borong and Liao Xudong.Chapter 2 is a multi-level attribute questionnaire,which mainly includes the survey object,the design and content,and the result and analysis of the questionnaire.From the questionnaire,it is found that Korean and Cambodian learners have some similarities but also differences in the acquisition of multi-level attributive word order.Chapter 3 and the fourth chapter is the focus of this paper.The third chapter is the error analysis of multi-level attributive questionnaire,which summarizes the error types of multi-level attributive word order in the questionnaire,including errors relating to quantitative phrases,attributive attributes related to subordinate relations,order of adjectives,the order of demonstrative pronouns or referential phrases.On the basis of this,three reasons for errors are summarized:the negative transfer of mother tongue,the negative transfer of target language knowledge,the influence of teachers’ explanation and teaching material arrangement.The fourth chapter puts forward three teaching suggestions for errors:strengthen the application of the ontology research of multi-layer attributive word order in TCSL,pay attention to the comparison between Chinese and foreign languages of multi-layer attributive word order,and scientifically arrange the teaching of multi-layer attributive word order.Finally,the conclusion of the article is a summary of the full text and put forward several deficiencies.