1. Introduction

This article introduces the attention paid by the linguistic community since the 1970s to the differences in syntactic structure between arguments with the same semantic features, as well as the differences in case markers between the case language of the subject object case. The non accusative hypothesis proposed by Perlmutter and the research progress on the semantic features, subject attributes, and acquisition issues of non accusative verbs in Spanish. This article takes Chinese learners as the research object, analyzes the corpus of Chinese Spanish learners, and explores the acquisition of Spanish se markers, aiming to reveal the rules of Chinese learners' acquisition of non accusative verbs and compare them with the acquisition of learners in other countries, providing suggestions for teaching.

2. Literature review

Reviewed the origin, development, and modern usage of se in Spanish, as well as its key role in non accusative verb structures. The literature points out that the usage of 'se' can be divided into the pronoun 'se' and the non pronoun 'se'. The latter is used for passive, non personal, middle movement and other structures, forming a pronoun verb. Non objective verbs include purely intransitive verbs and pronouns, with se being their morphological marker. The research focuses on the acquisition patterns of non objective verbs by learners, the influence of native language background, and the acquisition of se in special structures. The pattern of Chinese native speakers acquiring non accusative verbs in Spanish has not been fully studied. This study will fill this gap and explore the impact mechanism of se on Chinese learners' acquisition of non accusative verbs.

3. Research Design

Elaborated on the research design, including research questions, corpus sources, and research methods. The research focuses on the impact of Spanish se on Chinese learners' acquisition of non accusative verbs, exploring four aspects: the influence of se, differences in verb form and semantics, learners' language proficiency, and native language factors. The corpus is selected from the CLSC error coding database, sourced from the writing corpus of the National College Spanish Proficiency Test Band 8, and collected from intermediate to advanced Spanish learners. The incorrect coding library is based on stratified sampling, covering 49788 words and divided into low, medium, and high score ranges. The study constructed nine types of verb usage errors, with a particular focus on errors related to se (VB9). Verb structures are divided into four categories: non accusative verbs, non ergative verbs, transitive verbs, and others, with non accusative verbs further subdivided into causative and non causative alternation verbs.

4. Results and Discussion

Through data analysis and discussion, the use of se and its difficulties in acquiring non accusative verb structures in Spanish by Chinese learners have been revealed. Research has found that error types closely related to verb morphology are commonly present among learners in various score ranges, especially VB9 errors (involving misuse of se) with higher error rates in low, medium, and high score ranges. The use of 'se' in non objective verbs is a significant challenge for Chinese learners, as errors commonly occur in the use of non objective verbs, non ergative verbs, and transitive verbs, with non objective verbs having the highest error rate.

5. Conclusion

Summarized that Chinese learners commonly make errors in the use of se when acquiring non object verbs in Spanish, and the error rate decreases with the improvement of learners' proficiency. The main reasons for errors are the morphological and semantic features, the multiple functions of se, and the influence of the mother tongue. The research results provide data support for existing theories on Chinese learners and point out that teaching should pay attention to the teaching of functional morphological features to improve students' language quality.