| Regarding teaching Chinese language to foreign students,Chinese modal verb is one of the most important grammar rules that students must master and a considerably complicated part of speech.It is always a difficulty of Foreign Chinese study and besides,Foreign students frequently make errors when using modal verbs.This article mainly observed and studied 7 modal verbs with both high rate of recurrence and errors,focusing on "neng,hui,keyi,xiang,yao,keneng,yinggai" as this study’s objectives,besides,Indonesian students would be studied as research targets,and Ji’nan University text corpus would be taken as natural corpus in order to issue a seven modal verbs questionary,and to conclude from a results analysis on the acquisition sequence of Indonesian learners about Chinese modal verbs.Because Indonesian Chinese language teachers have to choose or compile the teaching material by themselves,the writer hopes this study may render some assistance to those teachers in understanding the sequence acquisition of Chinese modal verbs by Indonesian learners and discovering the students acquisition regular pattern,after that this study can provide valuable references to Indonesian learners and Indonesian Chinese language teaching schools,and become a significant reference material for related researches in the future.First of all,this study would look for the documents relating to Chinese modal verbs and Indonesian modal verbs,then introduce predecessors researches on modal verbs acquisition sequence.The present writer proceeded to a simple comparison between Chinese and Indonesian modal verbs,then,presented every senses of Chinese modal verbs and Indonesian modal verbs,furthermore,revealed the corresponding terms between Chinese and Indonesian modal verb senses through the comparison.Chinese modal verbs senses are relatively numerous,whereas Indonesian ones are only divided into five categories,the difference is indicated according to different expressions with aspiration,possibility,allowance,capacity and need modal verbs.The modal verbs in Chinese correspond one-to-many phenomenon with Indonesian languages convey a grammar of similar meanings.This research has used Ji’nan University text corpus as natural corpus,and observed the acquisition sequence of Indonesian students of Chinese modal verbs.It collected a corpus of students essays of all elementary,intermediate and advanced levels in Chinese,had altogether 2306 effective illustrative sentences as study content.The observation results reached a conclusion on the acquisition sequence of modal verbs by elementary,intermediate and advanced levels.In the meantime,this research also observed further the acquisition sequence of every sense of each modal verbs to analyze students’ errors.Those errors are subdivided into the following types:误加(Addition),误代(Overrepresentation),错序(Misordering)和杂糅(Blends).The results indicated that "Overrepresentation" error type has the higher rate of occurrence.The questionnaire method studied The acquisition sequence of Chinese modal verbs by Indonesian students,the study targets of the Education Institution of Western Kalimantan of Indonesia included 38 elementary level students,38 intermediate students and 15 advanced level students,at the same time,with the plus of 18 fourth-grade students at Tanjungpura University who have been considered as advanced level students.There were 109 students standing for the total number of observed targets.The questionnaire was divided into three parts:Multiple-choice,True or False,and translation,50 questions in total.This research promulgated the questionnaire results,that means the rate of correct answers for each question,the students’ errors and answers.On the basis of the natural corpus and the questionnaire,the present writer summed up the acquisition sequence of modal verbs by Indonesian students as:keneng/yinggai/keyi/xiang/hui/neng/yao.Through the discovery of the observation results,the correlation rate of both text corpus and questionnaire sequences is high,both acquisition sequences did not show any difference,but certain senses demonstrates minor differences.The observation results presents some differences with Sha Qian(2012),a study on the acquisition sequence of American students learning Chinese modal verbs,her study has shown that "keneng" is the most difficult phrase to learn.However,the present writer found that"keneng" is the earliest phrase to learn as well as the least rate of errors and "yao" is the most difficult to learn,which indicates the acquisition sequence of Chinese modal verbs is different depending on different non-chinese-speaking countries.The mother tongue interference is one of the error factors for second language learner.Hence,the present writer considers that the most important factors on Indonesian students errors about modal verbs influencing their acquisition sequence are the level of difficulty of the modal verb,the mother tongue language transfer,the teaching material content and the teaching method in class.In conclusion,the natural acquisition sequence of Chinese modal verbs by Indonesian students and the sequence obtained in the test results are identical.The sequence of the concrete senses is:yinggai2/yinggai 1;keyi5/keyi3/keyi4/keyi 1/keyi2;xiang2/xiang 1;hui3/hui2/hui 1;neng3/neng5/neng6/neng2/neng4/neng 1;yao4/yao2/yao1/yao6/yao5/yao3.The present writer hopes this study may enlighten Indonesian teachers to arrange even more effective teaching materials,and enable students to acquire Chinese modal verbs in an easier way. |
