A Study On The Bias In Second Language Acquisition Of Chinese Quantifier "Ge"

In the modern Chinese quantifier system,"ge" is the most widely used and frequently used quantifier.Throughout the existing researches on the quantifier "ge",the object of concern involves the special usage of "ge",the errors and causes of second language acquisition of "ge",etc.In terms of the research objects and research methods,the following aspects can be improved: first,the use of the quantifier "ge" by native speakers and the use of the quantifier "ge" by second language learners should be less systematically combined;Secondly,the analysis of bias phenomenon is not fully combined with the arrangement of the quantifier "ge" in the second language syllabus and teaching materials of Chinese as a foreign language;Third,the suggestions on the second language teaching of the quantifier "ge" are vague and not operable.All these aspects have left further exploration space for the second language teaching research of Chinese quantifier "ge".Based on this,this paper attempts to start with the semantic research of the quantifier "ge",analyze its collocation and pragmatics,and conduct a comprehensive investigation of the quantifier "ge" by combining the usage of the quantifier "ge" by native speakers and second language learners,as well as the gradation-oriented syllabus and teaching materials of Chinese as a foreign language.In view of the bias phenomenon in the use of the quantifier "ge" by second language learners,This paper probes into the reasons from the aspects of mother tongue,target language,learning environment and learning strategies,and puts forward feasible suggestions on second language teaching and teaching practice countermeasures.The article consists of five chapters.The first chapter is the introduction part of this paper,which mainly introduces the reason and significance of the topic selection of the quantifier "ge",summarizes the research results of the quantifier "ge" in ontology and second language teaching,explains the research theory and method used in this paper,and indicates the source of corpus.From the perspective of semantics,collocation and pragmatics,the second chapter makes statistics on the usage of quantifier "ge" in different usages of native speakers’ corpus,explores the usage characteristics and frequency differences of quantifier "ge" in different usages,analyzes the collocation and pragmatics of quantifier "ge",and extract rules conducive to Chinese second language teaching to provide ontological research support for second language learners to acquire Chinese quantifier "ge".Based on the HSK dynamic composition corpus and questionnaire survey,the third chapter makes statistics on second language learners’ use of different usages of the quantifier "ge" in the HSK dynamic composition corpus,analyzes the bias corpus of the quantifier "ge" in the corpus,and classifies the types of bias,which can be roughly divided into misword,misapplication,misaddition and omission errors.The causes of errors are analyzed from four aspects: negative transfer of mother tongue,generalization of target language rules,negative influence of learning environment and negative influence of learning strategies.The fourth chapter analyzes the learning stage and importance of the quantifier "ge" as well as the arrangement content of the quantifier "ge" in the Chinese second language teaching materials through the investigation and arrangement of the quantifier "ge" in the grade syllabus and teaching materials for Chinese as a foreign language.On this basis,some targeted countermeasures and exercises are put forward for the compilation of the syllabus and textbooks of Chinese as a foreign language and the teaching of the quantifier "ge" in Chinese as a second language,hoping that the research conclusions will help improve the practice of the second language teaching of the quantifier "ge".The fifth chapter summarizes the main content of the full text,combs and summarizes the research results of this paper,and explains its research value and limitations.