Important Note:

The structure of this analysis and its corresponding steps have been based on assignments given by Hamline University Professor Feride Erku which in turn have been influenced by Maggie Tallerman's text Understanding Syntax.

1. Create a lexicon
   • In this step the language in the sample needs to be broken down into appropriate categories.
   • This step is concerned with the morphological construction.
2. Decided the order of the elements
   • The purpose of this step is to determine the rules regarding the order of the
3. Pose then answer question. For example, "When is 只 (zhī) used and when is 本 (bên) used?"

Additional Extra Step:

1. What are the ESL implications?
   • The purpose of this step is to consider the information that has been derived from the analysis and asses how it might impact .

Step 2: Order of the elements

An analysis of the data set provided indicates that there is one order or elements presented. It is important to note that an analysis of a similar language sample that was translated into a different structure reveled three different order of elements.

1. Article/determiner + determiner marker + relative clause + relative marker+ noun

Step 3: Questions

1. When is 只 (zhī) used and when is 本 (bên) used?

In Mandarin Chinese the morphemes 只 (zhī) and 本 (bên) act as determiner markers that help to construct the articles ‘the’ and ‘a’ and the determiner ‘that’ when attached to the morphemes 那(nà), 这 (zhè), and 一 (yī). The use of either 只 (zhī) or 本 (bên) is determined by the noun that the articles and determiner are modifying. In the sentences in the language sample, there are two nouns being modified by the articles and the determiner, which are the morphemes 书 (shū = book) and 狗 (gôu = dog). After analyzing the language sample it can be determined that the morpheme 只 (zhī) is used when the indefinite and definite articles or determiner modifies the morpheme 狗 (gôu = dog). In each sentence where the indefinite article morpheme 一 (yī) or the definite articles and determiner ‘那(nà) and 这 (zhè), is used to modify the morpheme ‘shu’, the determiner marker ‘本 (bên) is attached.

• Additional questions can be asked and answered to determine further information.

Additional Extra Step:

Step 1: What are the ESL implications?

This analysis has revealed several ESL implications, especial for individual such as myself, who teach native Mandarin Chinese speakers. There are two major ESL implications, exposed by this analysis, that might impact native Mandarin Chinese speaking students' ability to use relative clauses. The first difference that has an implication, is the use of the morphemes ‘只 (zhī)’ and ‘本 (bên)’ in conjunction with the morpheme ‘那(nà)’ and ‘一 (yī)’ to create the articles the or a and the determiner that.

A second ESL implication revolves around the usage of the morpheme relative marker ‘的(dē) and its positioning within the relative clause. The fourth and final ESL implication is the order of the relative clause in relation to the head noun of the sentence. Each of implications represent a difference between Mandarin Chinese and English that may cause problems and result in students struggling in constructing relative clauses within a sentence. These implications are all issues that a teacher should illustrate when teaching relative clauses.