The Analysis of the Misuse of the Quantifier “Ge”

Abstract

This paper investigates the misuse of the quantifier “Ge” among international Chinese learners, a critical issue in Chinese language education. The problem arises from learners’ struggle to grasp the nuanced distinctions between Chinese quantifiers and those in their native languages, compounded by the vast array of synonymous quantifiers in Chinese, which complicates learning and often leads to indiscriminate application of “Ge” as a catch-all solution. This frequent misappropriation stems from mother tongue negative transfer, excessive generalization of target language rules, adverse effects of learning environments, and the impact of inappropriate learning strategies. To address these issues, this paper proposes a multi-faceted approach. Curriculum development must integrate multimedia resources and interactive exercises to facilitate multi-sensory learning. Instructional strategies should adhere to practicality, emphasizing real-life scenarios, contextualized learning, differentiated instruction catering to learners’ linguistic backgrounds, fostering positive linguistic transfer, and nurturing an error-tolerant classroom culture. Combining the teaching practice of quantifier “Ge” with ChatGPT-type artificial intelligence models can greatly enrich teaching methods, and improve teaching efficiency and learner engagement. These measures aim to counteract learners’ misconceptions, bridge the gap between linguistic systems, and ultimately enhance the acquisition of Chinese quantifiers, contributing to a more effective teaching and learning experience.