Everyone has written papers in all fields of society, and you must be familiar with all kinds of papers. The thesis is a rational article that conducts research in various academic fields and describes academic research results. You have no idea when you write your thesis? The following are the English papers I collected for you on the similarities and differences between English and Chinese nouns. You are welcome to study for reference. I hope it helps you.

Paper Keywords: Derived Numbers Grammatical Features

This paper compares the similarities and differences between English and Chinese nouns in terms of composition, function and usage.

Although the concepts of nouns in English and Chinese are basically the same, there are still many differences in composition, function and usage.

1. The composition of nouns

1. 1 English noun classification

Nouns can also be divided into simple words, derivatives and compound words according to their composition. Chinese nouns can be divided into simple words and compound words. According to the root and the combination of root and affix, compound words can be divided into compound, additional and overlapping.

Simple words in English, also called morphemes, are composed of a single free morpheme, mostly short words, such as hands, feet, jokes, people, heaven and earth. Chinese simple words are words composed of a free morpheme, which can be divided into monosyllabic simple words (such as heaven, earth, people and books), disyllabic simple words, that is, nouns composed of disyllabic free morphemes (such as swings, olives, crickets and crickets) and polysyllabic simple words (such as chocolate).

1.2 derivatives of nouns

English derivatives are composed of roots, mainly free roots and derived affixes. The root is the basis of derivative words, and the same root with different affixes can express different meanings. Most derived nouns are composed of suffixes. Common noun affixes include: ion (such as exploration and simplification), -ment (such as arrangement and sports), -al (such as reimbursement and proposal), -ee (such as trainees and employees), -er (such as workers and teachers), -age (such as drainage and coverage), -ness (such as happiness and meanness) and-. In Chinese, we can also form nouns by appending. In Chinese word formation, affixes are composed of roots and affixes, which can be divided into pre-affixes (prefixes) and post-affixes (suffixes) according to their positions. Different from derived nouns in English, nouns in Chinese can be formed by adding prefixes or suffixes. In quantity, there are many more nouns in the back than in the front. Several commonly used noun prefixes are "Lao, A, Chu" and so on. Such as: teacher, tiger, aunt, grandmother, fifth grade. Commonly used noun suffixes include "zi, tou, Jia, zhe, employee, sex, ba" and so on. Such as: table, scissors, fat man, wood, hope, sweetness, writer, propagandist, reader, strong man, member, actor, singer, skillful hand, stickiness, sensibility and mouth. It can be seen that nouns in both English and Chinese can be composed of affixes. The difference is that there is no noun prefix in English, which is mainly formed by adding suffix. Nouns in Chinese can be composed of prefixes and suffixes, but suffixes are more common.

English compound words are usually composed of two or more free morphemes. The main forms of compound nouns are:

1) nouns+nouns such as: hatchback, boyfriend.

2) verb+noun such as: kill-joy (where the noun is the direct object of the verb) dreadnought

3) Nouns+verbs are like sunshine and nosebleeds.

4) Verbs+verbs such as: make-believe

5) Adjectives+nouns such as: fast food hardware software.

6) preposition+noun, such as: surplus heat crowd

7) verb+preposition, such as: cop-out put-down

8) Nouns transformed from phrases, such as maid-in-waiting and son-in-law.

This word formation in English is very similar to that of compound words in Chinese, both of which are composed of two or more free morphemes. Chinese nouns can also be combined with nouns to form new nouns, such as language, eyebrows, pen and ink, train, daughter and so on. , called joint or part. Nouns and verbs can also be combined into new nouns, such as earthquake, tsunami, first frost, fossil, director and driver, which are called dominant or declarative nouns. There is another supplementary type of Chinese compound nouns. In this kind of compound nouns, the former root indicates the main meaning, and the latter root is a supplement to the former root. Such as: public security, vehicles, population and flowers.

1.3 Numeric Nouns

English nouns and Chinese nouns express numerical categories in different ways. Many English nouns have twists and turns of numbers, while Chinese nouns do not. The number of English nouns can be divided into singular and plural, with singular referring to one and plural referring to more than one. The plural form of English is very complicated, and the suffix "-s" is usually added to the singular form. One book-two books. Add "-es" before words ending in s, x and xh, such as a class-three class. Words ending in consonant +y are changed from "y" to "i" and then to "-es", for example, most words ending in "o" in city-cities are added with "-es", such as hero-heroes. Most people who end with "f" or "-fe" change "f" to "v" and then add "-es", such as: wife-wives. In addition, there are many irregular changes.

Although there is no formal change in Chinese nouns, they can also embody the concept of number. First of all, quantity can be expressed by adding quantifiers before nouns. Ten horses. This is similar to English. In addition, "children" can be added to nouns expressing people, such as parents, classmates, workers, etc. But these noun phrases can't be modified by numerals, and they can't be said to be * three parents. However, for other nouns that are not expressive or have no quantitative structure before nouns, their singular and plural numbers can be roughly expressed from the related components of their syntactic structure, the context of paragraphs or texts and the external context (Zhang Li, 2005). For example, for our neighbors, crazy Cheng is the only idle person in so many families. Although there is no quantitative structure before the noun here, there are some components in its definition that describe the quantity, which plays the role of quantitative structure and implies the number of nouns it modifies. For another example, Yang Jinli curled his lips. There is a possessive relationship between the subject noun and the object. The former is a person's name, so the word "mouth" here can only be singular. Therefore, the category of Chinese noun number can be reflected by the context of context.

2. Grammatical features of nouns

1) Chinese nouns are often used as subjects, attributes and objects, such as:

Cattle eat grass ("cow" as the subject and "grass" as the object)

Willow branches ("willow" as an attributive to modify another noun "branches")

The main function of English nouns is to act as the central word of noun phrases, and also as the subject, object and attribute of sentences, which is basically the same as that of Chinese, such as:

A student helped us (with the subject).

They chose a student (object)

American War (attributive)

2) English nouns and Chinese nouns can sometimes be used as adverbials.

In Chinese, few nouns can directly modify verb words as adverbials, and few verbs can be modified by nouns. Many nouns modify the verb structure, indicating the action mode, means and state, such as "group ticket purchase, telephone ticket purchase, smiling at people, studying abroad at public expense, cash payment, live broadcast, critical inheritance" and so on. In addition, Chinese nouns indicating time and place can also be used as adverbials, such as "We met in Beijing" (the noun indicating the place in Beijing is used as an adverbial) and "He left yesterday" (the noun indicating the time yesterday is used as an adverbial). In addition, locative words in Chinese nouns that indicate direction or relative position can also be used as adverbials.

Generally speaking, English nouns can't be used as adverbials alone, but often together with other modifiers form noun phrases as adverbials of sentences, such as: when he enters the room, his nose is red with cold, wait a moment (a moment I will be stay again five months. But there are exceptions, such as: What did you do yesterday? ("Yesterday" as an adverbial)

3) Chinese nouns can be used as predicates, while English nouns have no such function. In most cases, predicates in English are served by verbs.

Sentences with nouns as predicates are called noun-predicate sentences in Chinese. Noun words as predicates have certain conditions, that is, they are limited to affirmative sentences in spoken English and short sentences explaining time, weather, place of origin, age and appearance. For example, today is Saturday (noun as predicate time), yesterday is National Day (noun as predicate holiday), yesterday is sunny (noun as predicate weather), Second Sister, a native of Shaoxing (noun as predicate native place). Mrs. Pan is 57 years old, with a bowl of rice and two bottles of drinks. Nouns are used as predicates to indicate quantity. She has big eyes and a red face. It is rare for nouns to be used as predicates alone, but it is more common to use noun phrases.

When a noun phrase is predicated, it may be modified by adverbs, such as "it's September/everyone is an engineer/there are no stones on the mountain". The use of adverbs increases the speaker's understanding and attitude.

Generally, Chinese noun-predicate sentences can be added with "yes", much like the system table structure in English. Today is Wednesday. You can add "today is Wednesday" to form a verb-predicate sentence, and the sentence still stands. And "Today is Wednesday" can't be omitted, otherwise it won't be a sentence, because there are few sentences without verbs in English sentences.

References:

(1) Huang borong (199 1) Modern Chinese (second edition). Beijing: Higher Education Press.

(2) Modern Chinese by Tang Chaokuo and Wang, 2000 edition. Beijing: Higher Education Press.

(3) Zhang Zhenbang (1999), a new English grammar course. Shanghai: Shanghai Foreign Language Education Press.

(4) Zhang Li, Expression of Chinese Noun Number Category, Chinese Learning, 2003, 05.

(5) Hudson, Rodney (1984) Introduction to English Grammar. Cambridge: Cambridge University Press.

Extended Reading —— Application of Accessibility Grades of Noun Phrases in the Acquisition of Relative Clauses

This paper introduces the application of noun phrase accessibility grade in the acquisition of typological relative clauses, and points out the different predictive validity of noun phrase accessibility grade in the acquisition of mother tongue relative clauses and second language relative clauses by comparing the conclusions of linguists' related experiments, so as to provide reference for the teaching of relative clauses in language teaching.

I. Introduction

The accessibility of noun phrase hierar-chy is keenan &；; Comrie's influential typology reveals the implicit mode of cross-language relative clauses and the accessibility order from the highest accessibility to the lowest accessibility.

The accessibility level of noun phrases reveals the restrictive law of relative clauses in human language: arguments that can be related to relative clauses (that is, related grammatical components in relative clauses, such as subject and direct object) follow the priority order from left to right. If a language can connect one argument on the right in the upper level (such as complement argument), it can connect all the arguments on its left (subject, direct object and indirect object).

Second, the difference between mother tongue acquisition and second language acquisition.

Compared with native language learners, second language learners usually have a mature and complete semantic, pragmatic and syntactic system, and have a certain knowledge reserve. In the process of second language acquisition, they can choose a certain part of their mother tongue grammar system as the basis for the establishment of the grammar system. More importantly, children may go through different stages of maturity in the process of mother tongue acquisition, but second language learners (at least for teenagers and adults) do not need to go through different stages of maturity in language acquisition. Bly-froman believes that there are essential differences between mother tongue acquisition and second language acquisition. The former is regulated by special internal language acquisition system, while the latter is influenced by mother tongue knowledge and abstract problem solving ability.

Thirdly, the application of accessibility grade of noun phrases in the acquisition of relative clauses in mother tongue.

(1) An Empirical Study on the Accessibility of Noun Phrases and the Acquisition of Relative Clauses in Mother Tongue

Linguists understand children's acquisition of this grammatical phenomenon by testing their understanding of relative clauses. At present, the most important finding is that in terms of the accessibility level of relative clauses, the responses of mother tongue learners are inconsistent in most cases. For example, Harada and others' research on six-year-old Japanese children shows that 80% children can correctly understand the subject relative clause, and only 60% children can correctly understand the object relative clause. In Hakuta's experiment, the children who participated in the experiment were between five years old and three to six months old. Among the restrictive clauses with left branch structure, the comprehension ability of direct object relative clause is better than that of subject relative clause. In addition, there are many experiments whose conclusions are inconsistent. Clancy and others have made a very detailed analysis of these experiments and come to the conclusion that children will be influenced by one or more principles such as anti-insertion principle, typical sentence principle, parallel function principle and even tone principle in different mother tongues when understanding sentences with relative clauses. For example, in Japanese, the understanding of Japanese relative clauses is influenced by the anti-insertion principle. The greater the distance between interrelated elements in a sentence, the less likely it is for children to understand the sentence correctly, which may explain why learners always misunderstand relative clauses with central insertion elements in the process of Japanese mother tongue acquisition.

(B) empirical research conclusions

How does the accessibility level of noun phrases affect children's acquisition of relative clauses? Bowerman believes that children's early cognition of some grammatical categories is from the first level to the second level, and the formation of this level is as follows: in the language input that children are exposed to, the frequency of relative clauses with different grammatical components is different. Based on these observations, the awareness of accessibility level is valid in children's cognition, that is, the more frequently a grammatical form or grammatical structure appears in the world language, the easier it is for them to be understood or used. In addition, the accessibility level itself is an implicit relationship. For example, if indirect objects in a language can be related, so can direct objects and subjects in that language. Bowerman believes that in the acquisition of mother tongue, different syntactic subsystems in mother tongue may be combined into a huge and semantically consistent model, and children can also predict the important semantic differences in concept domain Y after acquiring the knowledge of concept domain X. From this perspective, the application of language typology in mother tongue acquisition is very meaningful, but its reliability needs to be tested.

Fourthly, the application of accessibility grade of noun phrases in the acquisition of second language relative clauses.

(A) the accessibility level of noun phrases and second language acquisition

Comrie believes that typology can be used in the study of second language acquisition, and whether these typologies are established can be verified in the process of second language acquisition. Hawkins believes that implication can quantitatively predict the acquisition order from the aspects of language production, understanding and substitution. These linguistic typologies can not only be falsified in practice, but also explain the process and essence of language acquisition. In addition, Greenberg believes that modern typology has been able to study concrete results in the form of typical generalization, and these results have played a major role in providing research hypotheses for second language acquisition research so far. The accessibility grade of noun phrases is a typical representative of typology in the study of second language acquisition. Because of its theory, a large number of related research results have appeared in the field of second language acquisition, and the accessibility level of noun phrases has attracted more attention in the study of second language acquisition than in the study of mother tongue acquisition.

An empirical study on the accessibility level of noun phrases and the acquisition of mother tongue relative clauses

Gass first explored the application of accessibility level of noun phrases in second language acquisition. He tested the learners' ability to understand and produce English restrictive relative clauses, and found that the proportion of learners' correct understanding of relative clauses was consistent with the argument ranking of the accessibility level of noun phrases (except all). In Keenan &; In Comrie's cross-language survey, as far as accessibility level is concerned, the relative clauses with argument components located to the right need to use repeated pronouns. That is to say, with the accessibility level moving to the right, it is more difficult to understand relative clauses and the frequency of repeated pronouns increases.

The accessibility level of noun phrases is a series of implications, because the argument components at any position on this level (except the leftmost subject argument) are related, which implies that all the components on the left of this component can form relative clauses, which urges linguists to explore the application of accessibility level in second language acquisition. Therefore, Gus made a guess: in second language teaching, whether it is possible to tell learners only the right-most component that can be related at the accessibility level, and then learners will use the argument on the left of this component to form a relative clause, but not the argument on the right. Gus verified this hypothesis and recorded the learning situation of two groups of English learners (as a foreign language): First, both the experimental group and the control group have two sets of tests-judging whether sentences conform to grammar and language output tests-to test their understanding of English relative clauses so far. The test shows that there is little difference between the two groups in mastering the situation, and neither of them knows much. On the third day after the test, only positive relative clauses were instructed, while the control group gradually understood the grammatical structures of subject clauses, direct object clauses and indirect object clauses according to the guidance methods in the textbook, but rarely touched the possessive relative clauses. Two days later, the two groups of subjects were tested again to test their understanding of all the member relational clauses in the accessibility level. After receiving the guidance, the test results of the two groups are very obvious: first, the results of the experimental group are very different before and after the guidance, but the results of the control group are not obvious; Secondly, in terms of language production, the members of the experimental group can gradually move the subordinate case to the left along the accessibility level and summarize other grammatical relative clauses, while the members of the control group can only produce the taught relative clauses.

Ekman and others further processed the method and process of the above experiment, and verified the hypothesis of Gus. They divided 36 English learners into three experimental groups and 1 control group, and each group taught only one argument, so as to test the generalization degree of noun phrases in different positions of accessibility level more accurately. The test results show that the group that teaches possessive argument relative clauses has the highest score, followed by the group that teaches direct object relative clauses, followed by the group that teaches subject clauses, and the control group has the worst score. This shows that learning generalization usually extends upward along the accessibility level of noun phrases, and the research results support Gass' hypothesis that the biggest generalization in learning comes from obtaining those structures with relatively strong markedness. "For the accessibility level of noun phrases, the lower the position of argument relativization, the stronger its markedness, and the more likely it is to be summarized as high argument relativization after mastering it.

Fifth, the summary and prospect of the application of the accessibility grade of noun phrases in the acquisition of relative clauses.

In second language acquisition, linguists at home and abroad have made a lot of empirical studies on second language acquisition by using the accessibility grade of noun phrases. Most studies on English second language acquisition have proved that the accessibility grade of noun phrases can effectively predict and explain the second language acquisition of English relative clauses. In addition, the accessibility level of noun phrases has a strong explanatory power to the second language acquisition of other European languages. For example, the results of second language acquisition studies in Swedish, Italian and French also fully support the predictive validity of the accessibility level of noun phrases. Thus, the application of typological linguistic features in language acquisition plays an important role in the cross-language study of relative clauses and the theoretical construction of language acquisition.

References:

Easy studio-online tools, blog, and several applications. International Review of Applied Linguistics, 1995(33):47-63.

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