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1、Guangzhou,ChinaModernForeignLanguages(Quarterly)Vol.23,No.12000:77-88ACaseStudyofAcquisitionErrorsof"Be"andItsDynamicPatternsLiuShaolongThepresentcasereportandtheresultsrelatedaretheoffspringofafewyearsoflongitudinalinvestigation.ItaimstoillustratehowEnglishauxiliary(esp.be)isacquiredandwhatpatt
2、ernssuchacquisitiontakes.Thepaperisresearch-formattedanddatabased.ItprovidesaqualitativeerroranalysisofBEacquisitioninChineseschool-childrenanduniversitystudents.TheerrorscommittedbyoursubjectsintheacquisitionofEnglishbehaveconsistentlyillustratedadevel2opmentalrouteordynamicpattern,whichthrowsl
3、ightontheESLacquisitionresearchandclassroomteaching.ThemajorinformantsofthestudyareLiu,Mao,Wang,Wu,Li,SYandLi,ZK,agedfrom7to12then.ThedatagatheredfromtheseschoolchildrenareanalyzedandcomparedwiththosefromEnglishmajorsofGuangdongUniversityofForeignStudies,agedabout19.Thede2scriptionsofbeerrorsorp
4、atternsarerealizedindeclarative,interrogativeandnegativesen2tences,takingtheformsofBe+Verb,Be+Adverb+Verb,Be+V-ed,Subject+AdjorNP...,Is(Are)+Subject+Verb...?Be+Subject+Be+NP?Be+Not(never)+Verb,andsoon.Basedonthecategorizationanddescriptionsofbepatterns,wehavesummarizedsixkindsofsyntacticpatterns
5、ofbeacquisitionviaerroranalysisandputforwardtenhypotheses:1)ESLlearnersuse“redundantaddition"strategyindeclaratives;2)the‘re,and'masoccurin“we're(+verb)",“I'm(+verb)"aretakenassuffixalmorphemestoformafixedpattern,whichisassumedtobeacquiredtheearliest;3)ifthesecondhypothesisistrue,“They're,We're+
6、very/all/often+verb"isprobablytheaccesstotheacquisitionofEnglishdeclarativesen2tence;4)...be+all(very)+like(vt)...isthepatternearlyappliedbytheESLlearnersofdifferentages;5)in“Subject+Be(is,was...)+V-ed..."pattern,subjectsstilluse“suffixaddition"strategyand“tensedouble-marking"strategy;6)in“Subje
7、ct+AP(adj.phrase)orNP(nounphrase)"pattern,subjectsfollow“economyprinciple",emphasizingmeaningattheexpenseofbeorsurfacestructure;7)emphasizingmeaningisprobablyL1(semanticschema)driveninspiteofthepossibilitythatourelicitationt
