Author(s)

Hui Liu ¹, Ting Su ², Yefan Li ², Jingyou Liao ³

Affiliation(s)

¹ National Center for Oversea Huayu Research, College of Chinese Language and Culture, Jinan University, Guangzhou, Guangdong, China
² Department of Linguistics and Applied Linguistics, College of Chinese Language and Culture, Jinan University, Guangzhou, Guangdong, China
³ ShenZhen Guangming New District High School, Shenzhen, Guangdong, China

Corresponding Author

Hui Liu

ABSTRACT

Taking the Chinese preposition Gei sentences of Indonesian Chinese students from the written language corpus, using the theories and research methods of cognitive psycholinguistics and heritage language acquisition, this paper studies the situation and characteristics of the acquisition of the Chinese preposition Gei sentence by Indonesian Chinese students. The specific research contents include the input of the Gei sentence and the output in acquisition which includes the use of the sentence structure, the acquisition order, the relative frequency of the correct use of the acquisition, etc. The results show that the overall situation of Indonesian Chinese students' acquisition of the Chinese preposition Gei sentence is not very satisfactory. This paper probes into the reasons for the unsatisfactory acquisition from the aspects of the learners' cognitive psychological characteristics, the negative transfer of mother tongue, the influence of Chinese dialects, the difficulty level of sentence patterns and the arrangement of grammar points in teaching materials, and puts forward some targeted teaching suggestions.

KEYWORDS

Indonesian Chinese students, Chinese preposition Gei sentence, heritage language acquisition, teaching Chinese as a heritage language, cognitive psycholinguistics

CITE THIS PAPER

Hui Liu, Ting Su, Yefan Li, Jingyou Liao, The Acquisition of the Chinese Preposition Gei Sentence in Indonesian Chinese Students Based on Cognitive Psycholinguistics. Lecture Notes on Language and Literature (2022) Vol. 5: 12-20. DOI: http://dx.doi.org/10.23977/langl.2022.050302.

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