Research On The Form And Function Of Chinese Wishes And Teaching Analysis

The reason why I chose the “wishes” as the research object is that after reading the "Syllabus for the Long-term Chinese Language Study for Foreign Students in Colleges and Universities",the author found that the syllabus listed "Wishes" as a separate functional item.In the two syllabuses "Syllabus for the Primary Stage of Teaching Chinese as a Foreign Language "(Yang Jizhou)and "Intermediate and Advanced Stage Functional Syllabus for Teaching Chinese as a Foreign Language"(Zhao Jianhua),"Wishes" is also listed as a separate functional item.It can be seen that the words of wishes are very important for daily communication.Daily expressing good wishes or adding a festive atmosphere,wishing is a behavior that every country and nation will have,and "wishes" has become one of the frequently used language forms.The role of language is to communicate,and the fundamental purpose of teaching Chinese as a foreign language is to cultivate students’ ability to communicate in Chinese.Therefore,this article selects the wishes as the research object,examines it from the aspects of expression,style and pragmatics,and analyzes the errors that Chinese learners tend to make in the process of using it,and gives some suggestions for reference.The first part mainly explains the relevant definitions and clarifies the research status.At present,most of the research on wishing language focuses on the ontology and cross-cultural perspective.Few articles combine the study of wishing language with teaching Chinese as a foreign language.Therefore,this article combines wishing language with teaching Chinese as a foreign language.On the basis of consulting several syllabuses,the relevant expressions of the "wish" function in the syllabus were summarized and expanded,and finally divided into three categories,namely "marked parts of speech","invisible marked parts of speech" and "other class".In the second part,clarified the classification of the constituent elements of wishes firstly,and divided them into"wishers","markers","wishers"and"wishes content".According to the degree of dependence on the context of wishes,the marker words are divided into"typical marker words"and"atypical marker words".Among them,this article selects the four words"zhu4祝","yuan4愿","zhu4yuan4祝愿"and"zhu4fu2祝福"as the objects of"typical markers",and selects the words"rang4让"and"xi1wang4希望"as the objects of"non-typical markers",mainly in terms of formal characteristics Perform analysis,etc.The corpus in this part is mainly derived from the"BBC Corpus"and"Peking University CCL Corpus",choose the corresponding example sentences,and strive to clearly describe the language form of the wishes.From the outside to the inside,combining stylistic analysis and pragmatic analysis,jointly describe language phenomena.The typical markers"祝"and"祝福"can be used in oral and written language,while"祝愿"and"愿"are generally only used in written language.Expressions with atypical markers are generally used in written language,while implicit markers are often used in spoken and sometimes written language.In terms of pragmatic analysis,this article selects five more typical wishing scenes for analysis,namely festivals,birthdays,marriages,farewells and business.The third part uses "HSK Dynamic Composition Corpus 2.0" as the main analysis tool to analyze and summarize the common types of errors in the learning process of foreign students in terms of grammatical errors and pragmatic errors.Grammatical errors mainly include misgeneration and errors.Addition,wrong order,and omission.Pragmatic errors are mainly manifested in three situations:inappropriate expressions,not used in scenes where wishing should be used,and scenes where wishing should not be used.The reasons for the errors mainly come from the negative transfer of the mother tongue,the confusion of "already" and "before",the negative transfer of target language knowledge,the negative transfer of cultural factors and the influence of the learning environment,which are proposed for teaching materials,teachers and students The corresponding teaching and learning suggestions are provided in the hope that they can provide references for teachers’ teaching and provide help for students’ learning.