The study,using an interlanguage corpus,investigates how international students in China acquire“prepositional phrase-verb”word order.It found that students whose mother tongue features VO and OV word order mostly p...The study,using an interlanguage corpus,investigates how international students in China acquire“prepositional phrase-verb”word order.It found that students whose mother tongue features VO and OV word order mostly produce pre-placement structure of“prepositional phrase+verb”,which is similar to Chinese word order and hence reflects an overt influence of the target language.However,when producing post-placement structure of“verb+prepositional phrase”,VO type L1 speaking students slightly outnumber those OV type L1 speaking students,which indicates limited influence of L1 transfer.In addition,other factors such as the relator principle and the temporal iconicity principle also exert certain influence on the word order acquisition of“prepositional phrase-verb”structure.展开更多
This study investigates foreign learners＇ acquisition of the Chinese modal adverb fanzheng on the basis of interlanguage corpus. We find that the sentences written by foreign learners of Chinese （hereafter simplifie...This study investigates foreign learners＇ acquisition of the Chinese modal adverb fanzheng on the basis of interlanguage corpus. We find that the sentences written by foreign learners of Chinese （hereafter simplified as FLC） with the wordfanzheng are quite similar to those by Chinese native speakers in the distribution of the syntactic categories, semantic types, semantic functions, pragmatic or discourse functions. These characterize basically the wordfanzheng as one of the modal adverbs in such three aspects as syntax, semantics and pragmatics. Most of the FLCs study the basic meanings and typical contexts of the wordfanzheng at primary stage, and later the functions emphasizing reasons, summary or explaining, and then the function of textual cohesion at the intermediate and advanced stage. The main causes of errors reflect that the FLCs are not able to differentiate the usage offanzheng and that of other causal or adversative conjunctions.展开更多
文摘The study,using an interlanguage corpus,investigates how international students in China acquire“prepositional phrase-verb”word order.It found that students whose mother tongue features VO and OV word order mostly produce pre-placement structure of“prepositional phrase+verb”,which is similar to Chinese word order and hence reflects an overt influence of the target language.However,when producing post-placement structure of“verb+prepositional phrase”,VO type L1 speaking students slightly outnumber those OV type L1 speaking students,which indicates limited influence of L1 transfer.In addition,other factors such as the relator principle and the temporal iconicity principle also exert certain influence on the word order acquisition of“prepositional phrase-verb”structure.
文摘This study investigates foreign learners＇ acquisition of the Chinese modal adverb fanzheng on the basis of interlanguage corpus. We find that the sentences written by foreign learners of Chinese （hereafter simplified as FLC） with the wordfanzheng are quite similar to those by Chinese native speakers in the distribution of the syntactic categories, semantic types, semantic functions, pragmatic or discourse functions. These characterize basically the wordfanzheng as one of the modal adverbs in such three aspects as syntax, semantics and pragmatics. Most of the FLCs study the basic meanings and typical contexts of the wordfanzheng at primary stage, and later the functions emphasizing reasons, summary or explaining, and then the function of textual cohesion at the intermediate and advanced stage. The main causes of errors reflect that the FLCs are not able to differentiate the usage offanzheng and that of other causal or adversative conjunctions.
