初级阶段外国留学生汉语双宾语结构习得的调查与研究-教育教材语言.doc

摘 要 ABSTRACT Chinese Double-object verbs are different from other languages’, the location of the objects after verbs and two objects’ co-occurrence or not are also different.When foreigners learn chinese,because of the disturb of their mother tongue,they usually make Chinese sentences using the double-object verbs and the construction of their mother tongue,therefore it is easy to make mistakes.In basic Chinese textbooks,they explain the double-object construction in the way of giving examples,because it doesn’t give any further analysis and only a few examples, foreigner can’t get any rule from them. From the angle of second language acquisition,this thesis takes foreign elementary learners as the object and base on the relevant research at home and abroad.The writer applys Constrastive Analysis,Error Analysis,Inter-language Theory ,uses quantitative analysis and statistical analysis and analylizes and concludes the tppe of the errors and the reason,discuss the characteristic of the double-object construction and rules of teaching.The writer also gives some teaching suggestions in order to provide theoretical and ptactical references for teaching chinese as foreign language. The main conclusions of the thesis:summarize common double-object verbs;generlize three type of sentences,sum up left-towards double-object construction,right-towards double-object construction and two-way double-object construction;based on the double-object error sectences of the datebase of Beijing Language and Culture University,the writer include four types of error:misuse of double-object verbs,errors relative to double-object sentence, direct-object, double-object construction,the writer analyzes the reasons from four aspects:the negative transfer of mother tongue,over-generlaizability of target language,the learning trategy and the environment of learning.Using quantitative analysis,the writer analyzes the questionnaire of elementary foreign learners in Overseas Education College o