A Study On The Scope Relations Of Chinese Double Quantified Sentences For Native Spanish Speakers

In recent decades,the scope relations of Chinese has become a hot topic for scholars.Based on the Chinese-Western comparison,this paper studies the scope relations of Chinese double quantified sentences.Chinese double quantified sentences include two situations in which the universal quantifier is in the subject position and the existence of the quantifier in the subject position.The article mainly studies the scope characteristics of the double quantification sentence with the universal quantifier in the subject position,specifically the one with the highest frequency in the universal quantifier."Every" and the common double quantified sentence in which the quantified words "a" and "some" co-occur.There are two interpretations of the double-quantified sentence in the subject position of the universal quantifier corresponding to the different Scope relations between the quantified words.There are obvious differences in the interpretation tendency of "every","a" and "every" and "some" double-quantified sentences.The main influencing factors are the semantic and pragmatic characteristics of "a" and "some".We use empirical research to solve the following two problems in the acquisition of Chinese as a second language: First,can Spanish-speaking Chinese learners acquire the scope characteristics of Chinese double quantified sentences? Second,is there a scope priming effect for Spanish-speaking Chinese learners? Is the priming effect consistent with that of native Chinese speakers? We hope that the research on the above questions can help the second language teaching of Chinese double quantified sentences.The thesis is divided into six chapters.The chapter 1 is the introduction,which mainly elaborates the research purpose and significance of the thesis,research content,research ideas and methods,combs the study of the scope relations of Chinese double quantified sentences,priming effect research and acquisition research of Chinese double quantified sentences,and summarizes the experience and shortcomings of previous researches.The chapter 2 mainly discusses the scope characteristics of Chinese double quantified sentences.The double-quantified sentence with the universal quantifier in the subject position can be interpreted in two ways,while the double-quantified sentence with the quantifier in the subject position has only one interpretation.We conducted a cross-language comparative analysis of the interpretation tendency of the quantified words "a" and "some" in Chinese.The corresponding words of "a" and "some" in Spanish show similar semantic characteristics as Chinese,that is,the corresponding words of "a" are prominent in a narrow scope,interpreted as "different/arbitrary",and the corresponding words of "some" the wide scope is prominent,which means "the same".The chapter 3 is mainly about the acquisition of Chinese double quantified sentences and the study of its priming effect.It mainly adopts the method of combining priming experiment and acceptability test.The investigation and analysis of the corpus related to the acquisition of Chinese quantified words and existential quantified words found that Chinese learners whose mother tongue is Spanish can acquire the main syntactic components of the two types of quantified words.On this basis,we further studied the acquisition of the scope relation of Chinese double quantified sentences and their initiating effects.Research for native Chinese speakers has clarified the jurisdictional interpretation characteristics of the two types of double quantified sentences in Chinese and the existence of scope priming effect,that is,in the double quantified sentences of "every" and "some",the wide scope of "some" is prominent,and it is biased towards the inverse scope.Interpretation: The narrow scope of "one" in the double quantified sentences of "every" and "a" is prominent,that is,the interpretation is biased towards the surface scope and both types of dual quantification sentences show obvious priming effects.On this basis,a study for Chinese learners with Spanish as their mother tongue is carried out.The results show that Chinese learners with Spanish as their mother tongue can acquire the scope characteristics of Chinese double quantified sentences,and at the beginning of Chinese double quantified sentences,the effect is consistent with that of native Chinese speakers,and the difference is only manifested in the reverse scope activation of the semantics of the "every" and "a" double quantified sentences.This consistency is mainly due to the high consistency between native speakers of Western speakers and Chinese native speakers in their interpretation of the relevant double quantified sentences,so the two also maintain a high degree of consistency in the priming effect.However,although native Spanish speakers are able to understand Chinese double quantified sentences without significant differences from native Chinese speakers,they are different from native Chinese speakers after all.It lacks a Chinese pragmatic environment and can rarely output Chinese double-quantified sentences in daily life,which shows that for native speakers of Spanish,double-quantified sentences still have a certain degree of difficulty.This reality provides the possibility for the difference in the initiation effect of the double quantified sentences in Chinese.The difference is only manifested in the initiation of the inverse scope of the semantics of the double-quantified sentences of "every" and "a".This irregular performance may be due to the reasons mentioned above,or it may be due to some uncontrollable or uncontrollable problems in the research.Certain factors lead to it.Chapter 4 investigates the related textbooks,and found that although there are quantifier-related knowledge points in the textbook,the related knowledge points about the scope of quantifier words and double-quantified sentences do not appear in the textbook.According to the survey,we put forward some opinions and suggestions on the compilation of teaching materials and teachers’ teaching.Chapter 5 is the conclusion,summarizing and reflecting on the main content and deficiencies of this research.