The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers

Yalan Wang

doi:10.47297/wspiedWSP2516-250007.20220608

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The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers

6卷第8期

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The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers
The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers
College of Foreign Languages, Shenyang University, Shengyang,Liaoning,P.R.China,110044
2022年6卷第8期页码：85-92
纸质出版日期： 2022 ，
DOI：10.47297/wspiedWSP2516-250007.20220608
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The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers[J]. 国际教育与发展（英文版）, 2022,6(8):85-92.

YALAN WANG. The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers. [J]. Journal of international education and development, 2022, 6(8): 85-92.
The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers[J]. 国际教育与发展（英文版）, 2022,6(8):85-92. DOI： 10.47297/wspiedWSP2516-250007.20220608.

YALAN WANG. The Translation and Acquisition of French Pronominal Verbs by Chinese Speakers. [J]. Journal of international education and development, 2022, 6(8): 85-92. DOI： 10.47297/wspiedWSP2516-250007.20220608.

摘要

Abstract

Currently

the French teaching method in China make it difficult for the students to understand pronominal verbs thoroughly and to use in the oral practice properly. Why there are such obstacles and what contributes to these difficulties? To solve this problem

the most effective method is to analyze the data based on the linguistic experiments. By analyzing the data

the variations of the students in all of the phases of language acquisition will show and let us distinguish the different types of their mistakes. By researching on the strategies which the participants adopt to complete their narration

we can infer that there exist an inter-phase relationship between their native language and other languages. Finally

this linguistic experiment also respond to the following questions: what is the transitional language in students’ minds? What factors encourage and determine their grammatical transfer system? How can we interpret the different types of mistakes made by the students in different studying phase?

关键词

Keywords

Language typeSemantic absenceLinguistic strategyMultifunctional pronoun

references

Catherine A C., Cyrille G., Jin-ok K. & Mireille P. (2009), L’Acquisiton de la Grammaire du Français Langue Etrangère, Paris, les Éditions Didier. 19p.[2] Mélis L. (1990), La Voie pronominale : la Systématique des Tours pronominaux en Français moderne.Paris Louvain-la Neuve, Duculot, 1-90.[3] Rousseau A., Bottinneau, D. & Roulland D.(2007), Présentation générale, L’Enoncé Réfléchi, Presse universitaire de Rennes. 10-20 . [4] Gillbert L., Le réfléchi est-il une voix ? L’Enoncé Réfléchi, Presse universitaire de Rennes 34-45. [5] Peter L., Les tours pronominaux dans la grammaire traditionnelle française : statut, typologie et problèmes, L’Enoncé Réfléchi, Presse universitaire de Rennes. 131-148.[6] Ekkehard K. & Volker G.(2008), Reciprocals and reflexives : Theoretical and Typological Exploration, Mouton de Gruy Berlin, NewYork. 12-39.[7] Juang L.(Amy), Second language acquisition of English ‘pronominality’ by Chinese speakers. 47-70.

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