| This study investigates the factors behind the acquisition order of the aspect marker "Guo" for native Arabic speakers,and proposes some teaching suggestions.Firstly,this study takes three kinds of Teching-Chinese-as-a-Second-Language syllabuses and previous research results into account,and identifies six kinds of expressions of the aspect marker "Guo" as the research content of this study,and collects the mediated language corpus from 67 Arab learners of different Chinese levels through a questionnaire test.The corpus was analyzed using the correct-usage frequency ranking method and the implication scale method to determine the order of acquisition of each expression of the apect marker "Guo by learners of different levels.The acquisition process of the aspect marker "Guo" by native Arabic learners showed a pattern “from simple to complex” and “from basic to extended usage”.Secondly,the factors that influence the acquisition sequence of the Chinese aspect markers "Guo" by native Arabic speakers were investigated from both internal and external perspectives.The internal factors include the internal structure of each expression of the Chinese aspect marker "Guo" and the influence of language transfer from Arabic;the external pedagogical factors include the frequency of input in the textbooks,learners’ own motivation and the influence of language cognition.Finally,based on the findings of the acquisition sequence and the analysis of the influencing factors,this study proposes teaching suggestions in three dimensions:teachers’ teaching,the arrangement of textbooks for Arab countries,and students’ learning.When teachers teach the expressions related to "Guo",they should pay attention to the explanation of the special usage,the comparison of the differences between Chinese and Arabic,and the actual language practice;as for the arrangement of textbooks,we should take into account the cognitive order of native Arabic speakers and arrange the various expressions of "Guo" in a reasonable way.When native speakers of Arabic learn Chinese aspect marker “Guo”,they can make good use of the comparison method to summarize,comparing the aspect marker with other grammar rules they have already learned.They can also compare the similar expressions in their native language with the Chinese aspect marker,and they should also pay attention to language input and practice outside the classroom and mind mapping in order to consolidate the acquisition. |
