Feel very good book

 Zhao Jinming waiting

University Press

Ministry of Education Humanities and social sciences key research base of major project results
author of books


Cui Xiliang (Beijing Language)

Li Quan (NPC)

De-Jin (Beijing Language)

Tangcui Ju (Beijing Language)

Yangde Feng (Beijing University )

Yuan Yulin (North)

Zhang Wangxi (North language)

group Yan Zheng (Beijing Language)

book is divided into upper and lower two parts, the compiled for the the status of function words describing the acquisition and analysis. Under the Code as , water Negation Scope sentence, quantifier location and composition, etc. Completing the description and analysis of multiple perspectives. Research book on the preparation of Chinese textbooks, HSK test questions prepared, Chinese Interlanguage the deep processing of important reference value.

Zhao Jinming, 1940 Health, Tianjin people. He graduated from Peking University in 1964, the language profession. Beijing Language and Culture University professor,UGG boots, Linguistics and Applied Linguistics PhD supervisor, the Chinese Language Society of the Secretary-General, vice president of the World Chinese Language Teaching Association, the National Social Science Foundation of judges language group, the National Language Council International Education Master of Education Steering Committee vice chairman. Main research interests are contemporary and modern Chinese grammar and foreign language teaching, with a

Preface statement on the compilation method of Chinese you

statement on the compilation method of Chinese you

Grammatical Errors in the first sentence of chapter sequence

second level Sentence Errors Chapter worse than the type and common

Chapter III, an English language learners tend to complement Section II of the Acquisition of Japanese language learners

tend to complement

Acquisition of Korean Students in section III of the Acquisition of complement

Acquisition of Prepositions Chapter VI

negative word The Acquisition Section

negative word for under conditions

interlanguage syntax of Chinese Perspective Chapter

poor Chinese than Chinese Sentences

Section br> Section of Comparative Sentences in Chinese type

point to poor Chinese Sentences III North-South and its historical evolution

Chapter

tend to Complement Section Semantic mechanisms derived water

XII Scope sentence in the negative and warning signs

XIII quantifier in the multi-layer structure of the position of the naming section

Completing Chapter fourteen areas of Chinese

Postscript

PS

interlanguage, Interlanguage, it was also translated as In the second language acquisition process, the learner through a certain learning strategies, in the target language input formed the basis of a first language is different from the target language is also different, with the progress of learning the target language the language of the gradual transition of the dynamic system. American linguist Salinger (Selinker) in 1969 interlanguage hypothesis (interlanguage) the concept of .1972 in his famous paper explore the acquisition of second language acquisition process in the language system and the rule of learning hypothesis, the research in second language acquisition in the history of great significance. This is one of the earliest on interlanguage definition. The separteness of a second language learner's system, a system that has a structurally intermediate status between the native and target languages. (second language / foreign language learners of an independent system,cheap UGG boots, the structure and purpose in the native language of the intermediate state)

Interlanguage (InterlanguageKTheory) and others by Selinker first put forward. Interlanguage refers to the so-called second language learners build up between the mother tongue and target language, the transition between the language, it is in the process of development and changes continuously and gradually close to the target language. Selinker's interlanguage and second language learning with emphasis on the three aspects, ① what kind of cognitive processes responsible for the construction of interlanguage? ② interlanguage knowledge of the nature of the system? ③ why most second language learners can not access the language ability of the target language?

KKSelinker that is responsible for the cognitive process of interlanguage construction there are five, namely: the migration of the language (language transfer); training transfer (transfer of training); second language learning strategies; second language communication strategies; target language material over generalization (overgeneralzation). Selinker that the formation of the intermediate language learners knowledge of the system is actually a series of psychological syntax, grammar learners use to interpret and produce language. These psychological syntax is dynamic, easy-to-change, with the deepening of learning, interlanguage knowledge system contains more complex psychological syntax. Selinker believe that there is a second language learning process Fossilization (fossilization) phenomenon. It refers to certain non-target language's grammar, voice and other long-term presence in the intermediate language, and are not easily change the phenomenon. Because of language fossilization, making the most of the target language learners can not access the language ability.

KK interlanguage development of some later, but the issues discussed focused on three features of interlanguage aspects: ① interlanguage with permeable, that is composed of interlanguage rules are not fixed ,UGG boots cheap, it can be from the learner's mother tongue and target language rules or in the form of infiltration. ② with the variability of interlanguage, that you language is constantly changing, this change is not a sudden jump from one stage of the next stage, but the constant use of the process of the new rules target language. ③ interlanguage is systematic, that you language is a language independent system, it has a unique voice, grammar and vocabulary rules system.

KK early interlanguage theory is explained by cognitive point of view the theory of second language learning model, its significance is that it is the first of second language learning as a psychological process, and provides a theoretical framework to explain the psychological process, and this theory was that people using the experimental method of second language learning provides a theoretical basis. Secondly, Selinker's interlanguage concepts from cognitive psychology point of view,UGG shoes, it is actually a characterization of linguistic knowledge. So this concept was proposed for the characterization of cognitive theory to further explore the nature of this, and this characterization of the role of second language learning a foundation. Selinker's interlanguage theory lies in its lack did not specify how the interlanguage development and change, nor does it explain how the interlanguage of language output.