Journal of Chinese Language Teaching Issue 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 investigates the typological and universal linguistic issues reflected in the errors of foreign learners' Chinese comparative sentences. The study found that there are four categories and 16 types of errors in foreign learners' Chinese comparative sentences, which 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 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.
The Journal of Chinese Language Teaching is a platform for publishing research findings in various aspects of Chinese language teaching. It serves 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, textbook development, language testing, and teacher training. Additionally, the journal will pay attention to new theories and experiences in second language teaching research and their application in Chinese language teaching.