Research On The Acquisition Of Chinese Yes-No Questions By Indonesian Learners In The Primary Stage

Interrogative sentence is widely used in the teaching of Chinese as a foreign language,and it is also the difficult and key point for Indonesian Chinese students to acquire Chinese.As a kind of interrogative question,yes-no question is not only the most basic learning content of Chinese beginners,but also the premise of acquiring other forms of interrogative question.In view of this,on the basis of predecessors,the author will make a comparative analysis of the elements of yes-no questions in Chinese and Indonesian,analyze the influence of Indonesian yes-no questions on the transfer of mother tongue for students’ Chinese acquisition from the similarities and differences between the two,analyze the rule and order of yes-no questions in the acquisition of Chinese by Indonesian learners in the primary stage,and reveal the emphasis of Chinese yes-no questions in teaching Chinese as a foreign language.Make teaching more targeted.This paper is divided into five chapters.The introduction mainly introduces the current research status of Chinese yes-no question ontology,second language acquisition and Indonesian interrogative ontology.At the same time,it also introduces the research background,research objects,scope and research methods of this research,providing a theoretical basis for the analysis of this research.The first chapter classifies the Chinese non-interrogative questions studied in this paper.They are divided into T1: "Is S+?" Have you worked yet? T2: "S+?" Am I right? T3: "S+ appearance?" Have you worked already? T4: S,adjective/verb +? Shall we go to the ball game tomorrow? And analyze its different degree of doubt and function.The second chapter,through comparative analysis,compares and analyzes the elements of yes-no questions in Chinese and Indonesian,compares the similarities and differences between the two,and provides a theoretical basis for the causes of errors in the learning process of learners.Chapter three analyzes the use of yes-no questions by Indonesian learners in the primary stage.From high to low,the frequency and accuracy of each sentence pattern are respectively T1,T4,T3,T2 and T1,T4,T2 and T3.Then,according to the correct use of relative rate,the order in which Indonesian students acquire yes-no questions in this study is obtained,namely: T1 > T4 > T3 > T2.Chapter four uses the error analysis method to classify the errors that appear in the learning process of primary Indonesian learners.According to the specific characteristics of learners’ interrogative form errors,the errors are classified into the following four types:omission,misaddition,missubstitution and misorder,and the causes of the errors are analyzed.The fifth chapter mainly provides several suggestions on the teaching of yes-no questions for Indonesian students on the basis of the previous chapters: teachers should precisely discriminate the "confusion points" of various yes-no questions in Chinese and the "confusion points" between Chinese and Indonesian yes-no questions;According to the order in which Indonesian students acquire Chinese yes-no questions,the teaching contents should be arranged in a reasonable order,and the errors of students should be differentiated.The sixth part mainly summarizes and reflects on the inadequacies of this thesis.