Analysis and Countermeasures on Arabic Students’ Quantifier Misuse in Learning Chinese as a Second Language: From a Comparative Linguistic Perspective

DOI

10.2991/assehr.k.210609.112How to use a DOI?

Keywords

quantifier misuse, Chinese and Arabic languages comparison, cognitive linguistic, factors, countermeasures, Chinese teaching and learning

Abstract

Abundant in Chinese language, quantifier is considered as a difficult point in learning Chinese as a second language for Arabic students whose mother tongue comes from a different language system. This essay statistically analyzes the quantifier misuse that Arabic students made based on the corpus. By comparing Chinese and Arabic languages in grammar and the different expressions on the concept of number from the perspective of cognitive linguistic, it can be found that factors, including mother tongue negative transfer, teaching methods, textbooks, students as well as cultural backgrounds, weigh heavily in quantifier misuse. This essay aims to explore the countermeasures for Chinese teaching and learning from the view of quantifier misuse that Arabic students make and proposes to provide supports for Arabic students’ understanding and learning of quantifiers.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Wang Jinhua
PY  - 2021
DA  - 2021/06/10
TI  - Analysis and Countermeasures on Arabic Students’ Quantifier Misuse in Learning Chinese as a Second Language: From a Comparative Linguistic Perspective
BT  - Proceedings of the 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021)
PB  - Atlantis Press
SP  - 567
EP  - 573
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210609.112
DO  - 10.2991/assehr.k.210609.112
ID  - Jinhua2021
ER  -