The Theory Of "Also XP" And Its Teaching

The construction of "还XP呢" is widely used in modern spoken Chinese language. The structure is simple, but its overall meaning is not simply added by "还","XP" and "呢". And the research on the structure type is relatively not enough and scattered. The existing research results of the study is focused on noumenon, and few focus on the research achievements in the field of practical application in teaching Chinese as a foreign language. In this paper, I choose structure type "还XP呢" as investigation object, and hope that through ontology analysis and case analysis of the foreign student’s use, we are able to compose type "还XP呢" and provide guidance in teaching Chinese as a foreign language.Firstly, we need analyze the constants "不"、"呢" and variables "XP". The constants will influence overall form and meaning for its usage and function. In addition, structure of typical structure and its righteousness will change because of the difference of stress. And the meaning on the book is just one part of the overall meanings. So I need a lot of corpora to do the research. In addition,"XP呢","还XP" and "还XP呢" also have a big difference, so based on the classification and the general structural formula of righteousness, I will discuss the compositions in-depth comparative analysis on "XP呢","还XP" and "还XP呢" emotional color, semantic and contextual.Secondly, pragmatic analysis of "还XP呢", because "还XP呢" should be used in certain syntactic environments. I need investigate the use of negative sentence and explaining sentence. Most times, the lack of negative sentence and explaining sentence can make people difficult understand. I can divided "还XP呢" into "还A/V呢"and "还A/V着呢" two kinds, but they have different parts in semantic, syntactic and emotional color. Especially I need comparise "还A/V+着+呢"and "还A/V+着呢", considering what kind of structure type is conforming to the scope of this article.Finally, as a result of the previous literature on application of teaching is less, I will give my own teaching suggestions according to the situation. The main methods of this article are description; interpretation and comparative analysis, and the corpuses are respectively Chinese CCL corpus linguistics research center of Peking University and HSK dynamic composition corpus. In addition, I hope that through relevant theory and practice, I can provide some reference for ontology research and teaching Chinese as a foreign language.