Journal of Chinese Language Teaching (Volume 2)

Author: Li Xiaoqi
Publisher:
Publish Date: 2006-11-01
Features: Based on the analysis and comparison of errors in Chinese comparative sentences made by foreign learners in a corpus of interlanguage, this paper aims to explore the typological significance of these errors by examining linguistic universals and combining them with the types of comparative sentences in the native languages of foreign learners. It further discusses the typological and universal linguistic issues reflected in the errors of Chinese comparative sentences made by foreign learners. The study found that there are 16 types of errors in Chinese comparative sentences made by foreign learners, which can be categorized into 4 types. These errors share two very consistent characteristics: first, all erroneous sentences begin with the subject of comparison; second, all erroneous sentences treat the "comparative marker + comparative standard" as a single unit without separation. 86.5% of the types of erroneous sentences are correct, with errors only occurring in specific parts. This indicates that the cognitive order and methods involved in processing "comparison," especially "differential comparison," are remarkably consistent across humans. The difficulties faced by foreign learners in learning Chinese comparative sentences do not lie in the linguistic format but in other related aspects. Journal of Chinese Language Teaching is a platform for publishing research findings in various aspects of Chinese language teaching, serving as an academic forum for teachers and scholars worldwide engaged in Chinese language teaching and related disciplines to exchange ideas, collaborate, and engage in academic discussions. The journal emphasizes original research in foundational theories of the discipline while also focusing on in-depth discussions on teaching models, teaching methods, curriculum development, language testing, and teacher training. Additionally, the journal will pay attention to new theories, experiences, and their application in Chinese language teaching within the broader field of second language teaching research.