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Chapter one Introduction

1.1 Background Information
As one of the special phenomena in English, dative construction (DC for short)has long held the attention of linguists as well as scholars in acquisitional field, bothin theoretical and empirical study of DC acquisition.DC is generally analyzed as NP+V+NPd+P+NPiwith X cause Z to move to Y asits central meaning. Linguists from Structural Approach, Transformational GenerativeGrammar and Cognitive Contruction Grammar have discussed it from a theoreticalperspective. Based on the framework of Structural Approach, researchers such asJesperson (1924) and Fries (1952) devote mainly to the detailed analysis anddescriptive feature of double object construction(DOC for short) and DC. They regardthem as structures sharing the same meanings. Researchers from TransformationalApproach (Chomsky, 1975; Barss & Lasnik, 1986; Aoun & LI, 1989; Larson,1988,1990; Bowers, 1993;Fujita, 1996; Collins and Thrainsson, 1996; Radford, 1997;He Xiaowei, 2003) chiefly dwell upon the transformational interrelationship betweenDOC and its dative counterpart. Linguists from Cognitive Constructive Grammar(Langacker, 1987, 1991; Goldberg, 1995, 2001, 2003, 2006; Zhang Bojiang, 1999;Shen Jiaxuan, 1999, 2000; Xu Shenghuan, 2001; Cheng Qi1ong, 2003, 2004; XiongXueliang, 2007; Mo Qiyang & Wen Xu, 2007; Wang Yin, 2008, 2009, 2011) treat DCas structure with its own special meaning, briefly concentrate on the differencesbetween DC and DOC as well as dative verb types from the perspective of meaning.However, the polysemantic aspect of DC is still left to be discussed and they do notclassify dative verbs according to the semantics.
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1.2 Rationale of the Present Study
Acquisitional study of treating DC as a structure with its own meaning is in itsinfancy. Therefore, there are chiefly two main reasons for choosing this topic to becovered in this thesis. Firstly, it is hoped that this thesis can provide researchers withtheoretical information about learning features and gaps of DC acquisition by Chineselearners by way of comparing the similarities and differences of using features of DC.Analyzing using features of DC by Chinese learners with different proficiency canalso offer researchers insights into features of acquisitional process of DC by Chineselearners. It is expected that the present study can contribute to the theoretical researchof DC acquisition.From the aspect of providing practical insights, the finding of this thesis is expected to furnish teachers with a panorama of the quality and quantity of DC usedby Chinese L2 learners and contribute to DC teaching. Knowing the process andfeatures of how learners with different proficiency progress with DC, teachers canschedule more efficient teaching plans and develop better ideas of applying differentteaching methods. For learners, this thesis is also of significance. Understandingbetter of the stages they are at and progresses they are to make, learners can adoptdifferent learning strategies to achieve more native-like language usage. Theirawareness and motivations of learning target language can be triggered to encouragelearners to perform better in language learning.
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Chapter Two Literature Review

2.1 Introduction
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