The Design Of HSK5 Mood Adverbs In Teaching Chinese As A Foreign Language From The Perspective Of "Trinitarian Grammar"

Mood adverbs are special in modern Chinese.Most of them are semantically empty and syntactically flexible.They can be put in front of verbs and adjectives,or at the beginning of the sentence.When co-occurring with other adverbs,it is often prepositional.In terms of functions,most of the mood adverbs can be used as adverbial or alone before the predicate,while some marginal mood adverbs can even be predicates.In addition,mood adverbs have functions including expression,evaluation,and emphasis with some having textual functions.Due to the complexity,the mood adverbs have been the focus and difficulty in current Chinese teaching for foreign students.Currently,educators pay excessive attention to the classification,semantics,pragmatics and other ontological studies in mood adverbs,and neglect the studies of factors in the teaching process,such as students’ acquisition order,teachers’ teaching methods and textbooks.Therefore,it is very necessary to conduct systematic research on mood adverb teaching from a new perspective,and to explore scientific and effective learning rules and methods,which is significant to further improve the quality of foreign adverb teaching and students’ language expression ability.“Trinitarian Grammar” is a new type of second language grammar system proposed by Shi Chunhong and Feng Shengli(2011).The basic framework includes three dimensions: the formal structure of the sentence,the functional role of the structure,and the typical context of the function.This kind of “trinity” teaching grammar provides great convenience for teachers to prepare lessons,while enabling an easy,quick and accurate learning experience for second language learners.Based on Trinitarian Grammar,this thesis analyzes the structure,function and context of various types of mood adverbs at HSK5 systematically,re-summarizes and sorts out HSK1-6 mood adverbs,and uses interviews and questionnaires under the perspective of “Trinitarian Grammar” Methods to explore the teaching design of HSK5 mood adverbs form the perspective of “Trinitarian Grammar”,and to provide new ideas for teaching Chinese vocabulary to foreigners and new learning methods and techniques for them to acquire language points.This thesis finds that compared traditional vocabulary grammar teaching,“Trinitarian Grammar”,as a large grammatical view that integrates structure,function and context,focuses more on the holistic lexical integrity.The thesis classifies all kinds of adverbs at the HSK5 and proceeds with effective classroom teaching design according to the “Trinitarian Grammar” to better solve the problems and deficiencies in traditional teaching methods.Firstly,under the perspective of “Trinitarian Grammar”,the common formal structure of HSK5 mood adverbs of various types is summarized based on the previous and recent research results of academic circles.The description strategy of "symbol format + marker words" is adopted to illustrate this formal structural.Students intuitively understand the characteristics of the structure,know the attributes and conditions of the structure,and thus quickly and thoroughly grasp the sentence pattern.Secondly,guided by “Trinitarian Grammar”,the functions under the structure of HSK5 mood adverbs are summarized.The functions are more specific and more realistic.Such specified usage analysis makes many problems solved,and can better meet the actual teaching needs of Chinese as a foreign language.The problem of "what is the formal structure used for in communication" is effectively solved,and the purpose of teaching grammar is achieved.Thirdly,by “Trinitarian Grammar”,the typical contexts of HSK5 adverbs that match the learner’s cognitive experience and acquisition level are extracted according to the structure and function.Teachers guide students to make sentences according to the structure and function of sentences.Through the guidance of teachers,students can quickly and accurately understand the function and the structure of mood adverbs in typical contexts.In this process,“language and teaching” combine with each other,“teacher and student” interact with each other,and “theory and practice” naturally unite.