The Study On The Representation Of Bilingual Syntactic Representation Of Tibetan College Students By Syntax

As an important means of syntactic representation,the syntactic initiation has been widely recognized by researchers.There are relatively few studies on the syntactic initiation of ethnic languages and Chinese,and even less is the study on the syntactic initiation of Tibetan-Chinese bilingual.By studying the syntactic representation of Tibetan college students,it can not only enrich the theory of bilingual psychology and bilingual initiation studies,but also provide a basis for bilingual students’ learning and development,and it can also verify whether there are other bilinguals in Tibetan-Chinese bilinguals.The general characteristics of reading,so as to better guide bilingual teaching.Therefore,the implementation of the Tibetan-Chinese Sentence Patterns to initiate the study to investigate the Tibetan-Chinese bilingual Tibetan-Han Sentences initiation problem has profound theoretical significance,but also has important practical significance for bilingual education in Tibetan and Chinese.In this study,the paradigm paradigm paradigm of paradigm was used to initiate the study.The bilingual and Tibetan bilinguals designed the mutual initiation of words and grammars within the language and between languages.According to different starting conditions,there are two types of combination: the starting sentence is the word sentence,the target sentence is the word sentence,the starting sentence is the word sentence,and the target sentence is the word sentence.According to the target language and the start sentence,the types of language presented are different and divided into four types of relations: Han-Han,Han-Tibet,Tibetan-Tibetan and Tibetan-Han.In this experiment,a mixed design of 2(subject type)× 2(sentence structure)was used,in which the subject type was the intersubject variables(bilingual mode 1 and bilingual mode 2)and the starting conditions(active structure,passive structure).Based on this,the comparison between the intralinguistic and interlingual syntactic start-up of Tibetan-Chinese bilinguals and the differences in the starting abilities of the two types of syntactic activations were explored to explore the specific mechanism of bilingual syntacticinitiation in Tibetan-Chinese bilinguals,and to examine the second-language model,The gender and the individual’s memory ability have an effect on the syntactic initiation.This study draws the following conclusions: 1.Tibetan students tend to use active sentence patterns in their use of Tibetan and Chinese;2.Tibetan students start Chinese sentences and Chinese sentences in Chinese sentences to start Chinese sentences.There is a significant difference between the start-up power of the word sentence and the start-up power of the word sentence.3.The Tibetan university students start the word and the start-up power of the word sentence in the process of Tibetan sentences and Tibetan sentences.There was no significant difference in the start-up power of words and phrases.4.The difference between the pattern of language learning and the pattern of language learning was not statistically significant.Under the linguistic and cross-language syntax,boys are more likely to be affected by start-up sentences than girls.However,under the initiation of cross-language syntax,boys have higher starting ability than girls.6.Intra-language or cross-language syntax initiation Independence in recall ability,that is,not affected by personal memory ability;7.Tibetan as a mother tongue in syntactic initiation The influence of Tibetan college students is greater than the influence of Chinese second language.This study puts forward suggestions for the guiding role of bilingual teaching practice,and points out the limitations of this study,and further studies provide a path.