Research On The "Gei" And The Structure Of "Gei" For Teaching Chinese As Second Language In Azerbaijan

Based on the theory of generative grammar,this paper makes a dual analysis of “Gei”and “Gei” structures in modern Chinese,researches the generative mechanism of “Gei” as preposition and verb in different contexts and grammatical structures,proves the dual identity of “Gei” in modern Chinese.On this basis,it studies the acquisition characteristics of the Chinese “Gei” and “Gei” structures of Chinese learners in Azerbaijan,explores the reasons for these acquisition characteristics,and makes suggestions for the compilation of syllabus and textbooks and the teaching of “Gei” and “Gei” structures to Chinese learners in Azerbaijan.This paper includes seven parts.The first part explains the reasons for the topic selection of this thesis,explains the purpose of the research in detail,and further introduces the research significance of this thesis.And then,expounds the ideas and methods of the relevant research on the sentence patterns of “Gei” structures S1-“NP1 + V + Gei + NP2 + NP3”,S2-“NP1 + V + NP3 + Gei + NP2”,S3-“NP1 + Gei + NP2 + V + NP3” and S4-“NP1 + V + NP2 + NP3”.The second part is a research summary,which explains the ontology of the “Gei” and“Gei” structures in modern Chinese and the current situation of acquisition research,and summarizes the results,views,methods and experience of existing research,points out the current lack of research on the acquisition and teaching of “Gei” and “Gei” structures for Russian-speaking countries and regions,and proposes new ideas and future research directions.That is,taking the transformation-generative grammar as the theoretical guide,and Chinese language learners from the Confucius Institute at Baku State University(Hereinafter referred to as CIBU)in Azerbaijan as the subjects of the experiment,researching the characteristics of the acquisition of the Chinese “Gei” and “Gei” structures and exploring the reasons,And putting forward targeted suggestions on the syllabus and textbook compilation and teacher teaching.The third part demonstrates that “Gei” has a dual identity in genre in modern Chinese.It is believed that "Gei" has both the characteristics of prepositions and verbs.As a preposition,it has the characteristics of [-N,-V],and as a verb it has [-N,+V] feature.Next,this part studies the generation mechanism of “Gei” structures S1,S2,and S3 when “Gei” is used as a preposition and verb,and finds that when the genre identity of “Gei” is different,even if it is the same kind of “Gei” structure,the generation process is also different.The fourth part uses the method of comparative analysis to compare the similarities and differences of “Gei” and “Gei” structures in Chinese and the related words and structures in Azerbaijani,Russian and English,to lay a foundation for exploring the influence of Azerbaijani,Russian and English on Azerbaijani Chinese learners’ “Gei” and “Gei” structures acquisition.The fifth part combines the actual experience and empirical investigation of teaching at CIBU.Uses corpus analysis,questionnaire survey and personal interview methods to collect data.And then,uses SPSS to analyze the acquisition characteristics of the“Gei”and“Gei”structures of Chinese learners in Azerbaijan.In terms of proficiency,the S3 structure is the most proficient in the“Gei”structures,and then is S2 structure.The S4 and S1 structures are far lower than the first two structures.For the partially ambiguous S3 structure,the learner’s definition of the genre identity of“Gei”in the sentence is not clear.For example,the sentence“我给蒋丽送货”,learners think its semantic interpretation is“I deliver the goods,and the goods are for Jiang Li”instead of“I deliver the goods instead of Jiang Li.”,in this sentence“Gei”is a verb.But for sentence“张医生给我做手术”,learners think its semantic interpretation is“Dr.Zhang performed the operation,and I received the operation”instead of“Doctor Zhang replaced me to perform the operation”,“Gei”in this sentence is a preposition expressing“service meaning”.Later,we found that Chinese learners in Azerbaijan showed continuous improvement in the acquisition of Chinese“Gei”and“Gei”structures.With the improvement of their Chinese level,their understanding of the semantic and grammar of“Gei”structures has improved significantly.We explored the reasons for the formation of the above-mentioned acquired characteristics,and we found that when Chinese learners in Azerbaijan acquire the“Gei”and“Gei”structures,the negative transfer of their mother tongue is not significant.In other words,the mother tongue is not the main factor that affects the characteristics of its acquisition.We interviewed the Chinese teachers of CIBU.After summarizing the results of the interview,we proposed that the syllabus,textbooks and teaching received by the learners may be the main factors affecting their acquisition characteristics.The sixth part sorts out and summarizes the syllabus used in Chinese teaching,and the related content of the “Gei” and “Gei” structures in some main textbooks.Aiming at the characteristics of the acquisition of the “Gei” and “Gei” structures for Chinese learners in Azerbaijan,the syllabus and textbook compilation are proposed to increase the teaching of the verb “Gei” and expand the introduction of the “Gei” structure.At the same time,considering the limitation of the syllabus and the length of textbooks,it is proposed that the relevant content of the “Gei” and “Gei” structures can be presented in the textbook in the form of notes and exercises.It also gives specific suggestions for teachers’ teaching from the aspects of pre-class preparation,classroom teaching and after-class consolidation.The seventh part is the concluding part of this thesis.It summarizes the research content and results of this article,points out the problems that need to be studied more deeply,and puts forward the next research direction.