A Study On The Priming Effect Of Chinese Ditransitive Structure

The syntactic-initiated experimental method has been widely used in the study of language acquisition in recent years.The dual-object structure in Chinese is also the focus of the research on Chinese ontology and the teaching of Chinese as a foreign language.This paper mainly initiates experiments to study Chinese ditransitives through syntax.The priming effects of the two sentence structures of the structure in native speakers of Korean,comparative analysis of the differences in the priming effects among Korean native speakers of different Chinese proficiency levels,combined with the analysis of the corpora produced by the subjects,thus teaching Chinese as a foreign language Provide reference inspiration and suggestions.The full text mainly includes the following four parts:The first part mainly proposes the problems to be discussed in this article in combination with previous studies,and shows the main process of experimental design.This article adopts the starting paradigm described in the picture to carry out two kinds of dual-objective structure experiments for Korean-speaking native speakers and Chinese native speakers of intermediate-advanced Chinese level.Through experiments,it is verified whether the inter-objective complement type is more than the double-objective dual-object structure.It has a priming effect,whether there is a difference in priming effect between different levels of L2 learners,and whether there is a difference in priming effect between L2 learners and Chinese native speakers.The second part mainly analyzes the data obtained from the experiment by statistics and analysis,and analyzes the causes of the experimental results.After statistical analysis,the following conclusions are drawn:In the two dual-objective structures,the prepositional complement pattern has a stronger priming effect than the double object pattern;there is no significant difference in priming effect between different levels of L2 learners;The start-up effects of these two dual-objective structures on learners and native speakers of Chinese do not differ significantly.For the conclusion that the priming effect of prepositional complement is stronger than that of the double object,the author analyzes the reasons of linguistic typology,cognitive psychology and acquisition order.And the statistics and causal analysis of the main sentence patterns in the corpus obtained from the experiment were carried out.The third part summarizes and analyzes the errors in the L2 learner corpus.Misuse of one type mainly manifests itself as the mis-generation of "to","to",and "to".The omission is mainly manifested as the omission of the word "g".The mis-order is mainly manifested as the direct object and indirect object in the double object..In response to these biases,the author analyzes the causes of the negative transfer of mother tongue in combination with the characteristics of the ditransitive structure in Korean,and analyzes the over-generalization of the target language rules and the causes of teacher teaching materials.In the fourth part,based on the experimental principle of syntactic priming effect and the conclusions and biases obtained in this experiment,the author proposes reference suggestions for the teaching of Chinese as a foreign language and the compilation of teaching materials,including reasonable arrangement of grammatical point teaching sequence and attention to knowledge points,reproduce and strengthen the second language contrast between Chinese and foreigners,and so on,to help teachers scientifically perform second language teaching according to students' cognitive laws.