For International Chinese-language Education Study Of Labeled Causal And Complex Sentence Acquisition

Language expressions reflect people’s logical thinking,and cause-effect relationships are one of the most basic ones.As the main means of expressing cause-effect logical relationships,marked cause-effect compound sentences have become a challenging and difficult point for foreign students in the process of acquiring Chinese due to their varied sentence forms and sophisticated relationship markers.This paper takes marked cause-and-effect compound sentences as the object of study,investigates and analyzes the acquisition of marked cause-and-effect compound sentences by Chinese learners,examines the acquisition order of marked cause-and-effect compound sentences by foreign students,examines their usage and characteristics,summarizes and analyzes the types of written errors and their causes,discusses the shortcomings of the textbook layout,and proposes designs and suggestions for teaching marked cause-and-effect compound sentences.The study of acquisition order is based on the Global Chinese Interlanguage Corpus,and the paper selects the high-frequency marked causal compound sentences in the Chinese Proficiency Standards and Grammar Level Syllabus,International Curriculum for Chinese Language Education and Chinese Proficiency Grading Standards for International Chinese Language Education.The order of acquisition was ranked by the relative frequency of correct use method and the implicational scale method.The correlation analysis of the data was conducted with the help of SPSS software to verify the feasibility of the ranking,so that the order of acquisition of the marked causal compound sentences as follows:…,所以(suǒyǐ)…>因为(yīnwèi)…,所以(suǒyǐ)…>(…,)因为(yīnwèi)…>由于(yóuyú)…,所以(suǒyǐ)…>由于(yóuyú)…=…,因此(yīncǐ)…>由于(yóuyú)…,因此(yīncǐ)…>既然(jìrán)…,就(jiù)…>之所以(zhīsuǒyǐ)…,是因为(shìyīnwèi)…>…,以至于yǐzhì(yú)…>…,以致于yǐzhì(yú)….By focusing on the use of marked causative compounds in the written language,we can find that Chinese learners use a single set of marked causative compound sentences,focusing on"…,所以(suǒyǐ)","(…,)因为(yīnwèi)…"and"因为(yīnwèi)…,所以(suǒyǐ)…",while other types of sentences are used less frequently.When using marked cause-effect compound sentences,Chinese learners made eight sorts of errors,including misplacing,misusing,misadding,misordering,omitting,mingling,and mispunctuating related words.There are three main causes of these errors.Firstly,the complexity of marked cause-and-effect compound sentences.Secondly,interference from the native language.Thirdly,the influence of learning and communication strategies,including overgeneralization and avoidance strategies when using marked cause-and-effect compound sentences.Overgeneralization is mainly manifested by students’imposition of cause and effect in compound sentences without cause-effect logical relations and excessive use of cause-effect related words.The avoidance strategy refers to students using only the simplest marked cause-effect compound sentences and avoiding other marked sentences,which hinder students’acquisition of marked cause-effect compound sentences.Based on a comprehensive study of Chinese learners’acquisition of marked causative compounds,the thesis investigates the current arrangement of marked causative compounds in two widely used Chinese language textbooks,New Practical Chinese Textbook and Contemporary Chinese.The arrangement of individual cause-effect compound sentences in Contemporary Chinese does not match the order of acquisition,and the selection of cause-effect compound sentences in both textbooks is not comprehensive.It is suggested that Contemporary Chinese should adjust the order of"既然(jìrán)…,就(jiù)…"and include"因为(yīnwèi)…,所以(suǒyǐ)…"and“之所以(zhīsuǒyǐ)…,是因为(shìyīnwèi)…”in the textbook.Considering that students misplaced"…,以至于yǐzhì(yú)…"and"…,以致于yǐzhì(yú)…",it is suggested that both textbooks should include both of them to reduce the number of misplaced substitution errors.Based on the study of the order of acquisition of marked causative compound sentences,their use in written language,and the types and causes of errors,the thesis is based on the Chinese Proficiency Grading Standards for International Chinese Language Education,and make teaching design about the two typical marked causative compound sentences"因为(yīnwèi)…,所以(suǒyǐ)…"and“之所以(zhīsuǒyǐ)…,是因为(shìyīnwèi)…”.In the end,putting forward four teaching suggestions:full preparation before class,perfect teaching content,scientific use of teaching methods,and pay attention to strengthening language practice.