On The Acquisition Of Chinese Pivotal Sentences By Korean L2 Learners

The pivotal sentence,as one of the most important grammars in modern Chinese,is difficult for second language learners to acquire.Previous studies have mainly focused on L2 Chinese learners in non-Chinese character cultural circles or those studies collapsed learners’ mother language and proficiency level of Chinese.There lacks systematic and comprehensive understanding of the acquisition by Korean L2 learners.Therefore,the thesis aimed to investigate the acquisition of Chinese pivotal sentence by Korean L2 learners from beginners to advanced learners.The thesis contains seven chapters.Chapter 1 introduced literature of the acquisition of Chinese pivotal sentence and put forward research questions and methodology.Chapter 2 elaborated the concept of pivotal sentences.It introduced the linguistic characteristics of different types of pivotal sentence from the perspectives of syntax and semantics,respectively.Chapter 3,based on Lu Jianji(1994),divided pivotal sentence into seven categories(component omission,component misgeneration,component misaddition,component misorder,structural error,component error and syntactical hybridity).It analyzed the data of Korean L2 learners in Global Chinese Intermediary Corpus and HSK Dynamic Composition Corpus and explained the errors with representative sentences from the corpora.Chapter 4 examined the acquisition of Korean L2 learners by questionnaire.Via SPSS analysis,the questionnaire was proved to be reliable and valid.The results of the questionnaire were analyzed by generalized mixed-effect linear model in SPSS.It found that an acquisition hierarchy: advanced learners >> intermediate learners >> beginners.Moreover,the three levels learners were found share commonality but show differences in making errors of pivotal sentences.Chapter 5 explained the reasons of Korean L2 learns’ errors in pivotal sentences.It also investigated two series of textbooks(HSK Standard Course and Developing Chinese),which contributed to the reason of Korean L2 learners’ acquisition errors.Chapter 6 provided some suggestions regarding the teaching strategies for teachers and teaching materials regarding pivotal sentences.Chapter 7 summarized the main findings of each chapter and reflect on the lacks of the thesis.