An Analysis Of Errors In The Acquisition Of Chinese Topic Sentences And Atypical Topic Sentences By Lao Students

Topic prominence is the characteristic of Chinese.The study of topic sentences is of great significance to further understand the characteristics of Chinese,and it is also of great help to foreign learners in learning Chinese.By collecting and sorting out the linguistic materials in the written and spoken languages of Lao foreign students,this paper investigates the errors of learners in Chinese topic sentences and Chinese topic sentences.The first chapter mainly expounds the reasons for the topic selection,the research significance,the research methods and the source of the corpus,and sorts out the previous research results.The second chapter mainly studies the errors of topic sentences in Chinese style.It is found that the most common errors of Lao students in Chinese special sentence patterns are sentence pattern two: "he is hungry",followed by sentence pattern four: "30 pieces of beans per kilo",and finally sentence pattern five: "you can’t just bother one person about this".We think there are three reasons for these errors: first,negative transfer of mother tongue.Secondly,the target language generalization is influenced by the structure of Chinese SVO.Third,the influence of teaching and learning style.Due to teachers’ improper teaching,learners are confused about Chinese sentence patterns.The differences of learners’ individual styles make different learners present different learning effects.The third chapter studies the errors of topic sentences in atypical topic sentences.In the corpus of international students,only the omission of topic sentence is found.Therefore,this paper focuses on the comparison between the errors of topic sentences in written and spoken English of international students.This paper holds that the reasons for this bias are not only the negative transfer of mother tongue,the generalization of target language and the influence of teaching,but also the improper use of learning strategies by learners,people’s inherent thinking mode and the essential influence of language.The fourth chapter puts forward Suggestions from three aspects: teacher’s teaching,learner’s learning and textbook compilation.The fifth chapter summarizes the conclusions and shortcomings of this paper.