The Teaching Design Of Chinese Students' Existing Sentences In American Universities

Chinese Existential Sentence is one of the hottest topics discussed by scholars.Previous studies have made a lot of achievements in the study of Chinese Existential Sentences,but the researches on Teaching Chinese as a foreign language are few in number.Based on studying syllabus,teaching materials,and comparative analysis of Chinese native speakers corpus and American students interlanguage corpus,this paper gives a instuctional design for American foreign students who are in primary and intermediate Chinese levels.Based on the analysis of the corpus of Chinese native speakers and the classification of existential sentences,this paper divides the existential sentences into eight types.The statistics showed that the sentences "Time/Place + 有+ NP","Place+ 是+ NP" and"Place+V 着/了/过+NP” are commonly used in sentences,so do the United States students.Through the analysis of interlanguage errors in sentence,it was found that American students bias type omission,misuse,error,redundancy,wrong order and avoid.The errors of the reasons are the negative transfer of mother tongue,the generalization of the target language rules,learning strategies and communication strategies.With the conclusion of the analysis,this paper also discusses the teaching objects,teaching difficulties,teaching principles,teaching methods and teaching strategies.And in the primary and intermediate stages of the Existential Sentences teaching specific teaching design.The last part is the effect of teaching feedback.