A Study On Chinese Bei-structure Based On "Construction-Chunk" Theory And Teaching Design

In this paper, through the integration of previous scholars’ research on semantic feature of Bei-structure, re-analyze the Bei-structure to five categories by “Construction-Chunk Theory”, and designed a tentative teaching program for every class. Aims to provide a little guidance and advice for teaching of Chinese Bei-structure.Beginning of this article is an introduction. Introduced the significance of this thesis, theoretical foundation and method mainly.The first chapter is part of the research summary. Examine the development process of Bei-structure’s semanteme, find out the development of semantic feature is represent “Passive” to represent “Result”, “Cause” and “Change”. But the fact of Chinese is not a single definition could cover all of Bei-structure’s semantemes.The second chapter is the teaching situation of Bei-structure. First, investigated 10 current Chinese textbooks, found that no matter classroom textbooks or grammar textbooks, described the relationship of Bei-structure’s subject and object is represent passive generally. And tend to give learners all the syntactic structure and semantic knowledge of Bei-structure. Secondly, investigated the teaching method in class and the foreigner’s acquisition of Bei-structure, found that teacher adopt “Analogy Method” for Bei-structure. Caused the learning of foreigners is unsatisfactory.The third chapter is application of theory. Under the “Construction-Chunk Theory”, combine with the semantic features of Bei-structure, divide it into five types: A, displacement, B, suffer, C, change, D, identify, E, causality-cause. And design a teaching program for every class.The last chapter is the conclusion part. Summarizes the results of this research work and achievement. And explains the shortcomings of this study, which is the direction and goals of future efforts.