Research methods:
When using the research mode of sentence producing, the passiveness has to complete two missions which you need to know if you learn Chinese in China: make the sentence according to the given words, such as “一本书、他的手里、拿着” and make the sentence with these words and phrases into “他的手里拿着一本书。” in positive type. This mission is not hard to complete in order to investigate if the learners especially who learn to speak Chinese have mastered the syntactic structures.
If the learners especially who learn to speak Chinese can make the correct sentence with the given words, we may sure they have master this syntactic structures. The second mission is that make the sentence freely with the key words from the sentence.
According to the academic field of world grammar’s research result of two-way choosing sentence, the conditions and the relation of verbs, the key words we have chosen will be lead to the different function of sentence and syntactic structures. For example, the verbs in the positive sentences may relate to the meaning of management and deposition which you need to know if you learn Chinese in China. After given these key words “他、书、放”, it is easy to make a “Ba” sentence. And the verb “给” is a typical verb with the meaning of giving. There is no any other prompt about the guide words. Two missions can be done with in a certain period in case of affected by the memory strategy.
Research materials:
According to the language characteristics and grammar characteristics of Chinese and French, we have chosen 5 sentence structures the students especially who learn to speak Chinese always meet as follows: 1 the sentence has the similar caonstruction and semantic role of Chinese and French. For example, the verb sentence: subject + verb+ object; 2 the sentence structure can be found in Chinese while can not be found in French such as the “Bei” sentence; 4 they have different sentence structures in Chinese and French, while they have the similar meaning in Chinese and French. For example, the three valence of verb sentence: we can say “我给你们介绍一下我的房子。”, while we express the similar meaning in French like “Je vous presente ma mainson. (我介绍你们我的房子。)” ; 5 the sentences are corresponding and cross-cutting in Chinese and French sometimes such as extant sentence. In Chinese, there are (a) “noun + verb + 在+ places” sentence structure such as “那本书房子桌子上。” At the same time, there is (b) “place + verb + 着+ noun” sentence place such as “桌子上放着一本书。”
However, the French only have the former in the sentence. In case of forming the “Bei” type’s reacting strategies, beside the researching materials, there are any other some different sentence structure applied filler materials. The presenting methods of vocabulary, the familiarization of the key words and so on have been limited in order to get rid of the affect of producing sentence from independent invariant.
“Bei” sentence:
There are 40 French students learn to speak Chinese in their sophomore year in Chinese department in one of French universities. Among these 40 learners, there are 20 students who learn to speak Chinese good at Chinese or bad at Chinese. According to their levels to master Chinese, the good learners of Chinese are usually one third in their whole classes in front. However, the bad learners are usually one third in their whole classes in the rear. Choose two groups to discuss the relation between language transfer and Chinese level.
Result and analysis:
The statistics show that there are 70% sentences correct with the “Bei” sentence. Therefore, all the statistics are valid so that can be used to analysis in the later. Initial analysis indicates: 92.2% sentences made by the good learners are correct. However, 77.3% sentences made by the bad learners are correct. The correct sentence rate of good learners is much higher than the bad learners’. 93.5% sentences made with given words by the good learners are correct. However there is 77.3% for the bad learners. It shows that language transfer does happen during learning the second language. However the language transfer is not a one-way and simple process. It is affected by language matters, the Chinese level of learners, study strategies and so on.