Research On Presupposition Comparative Sentence Based On "Trinitarian Grammar" In Teaching Chinese As A Foreign Language

"Trinitarian Grammar" was proposed by Feng Shengli in 1998 and later perfected by Feng Shengli and Shi Chunhong.Its basic framework is formal structure,function and typical context.These three aspects are closely integrated and complement each other,providing ideas and directions for teachers and students in teaching activities,not only enabling students to understand the "what it is" and "what to do" of grammar points,but also knowing "where to use" grammar points.As a new attempt,this paper takes "A is more......than B" and "Nothing is more Y than X" as the research objects,and applies the theory of "Trinitarian Grammar" in the teaching of Chinese as a foreign language with presupposition comparative sentence.The learner’s acquisition of the sentence pattern,and the teaching design is based on this theory.This paper includes the following six sections:The introductory section firstly explains the reason of the topic,and discusses the significance of the topic from both theoretical and practical aspects;introduces the research object and the research method;and indicates the sources of the corpus used in this paper.The second part is a literature review,which summarizes the current research status of the "Trinitarian Grammar" theory and its application in teaching Chinese as a foreign language,and the current ontological research status of the presupposition comparative sentence,with a focus on the research of the presupposition comparative sentence in teaching Chinese as a foreign language.The third part is guided by the theory of "Trinitarian Grammar",and analyzes the presupposition comparative sentence from three aspects: formal structure,function and typical contexts.This part first introduces the content of the "Trinitarian Grammar" theory,and then analyzes the feasibility of combining the theory and the presupposition comparative sentence.After that,we analyze the above three dimensions by taking "A is more......than B " and "Nothing is more Y than X" as examples.The fourth part is a questionnaire and analysis of international students’ acquisition of presupposition comparative sentence.In order to grasp the acquisition of"A is more......than B" and "Nothing is more Y than X",this part is based on the"Trinitarian Grammar" theory."The purpose,method and design of the questionnaire were firstly explained.After that,we analyzed the data according to the collected questionnaires,and analyzed the acquisition of the presupposition comparative sentence from three aspects of "Trinitarian Grammar".Through the analysis,we found that the international students basically mastered the structure and function of the two sentence forms,and the correct rate was high and the use of the sentence forms was accurate.In the fifth part,based on the analysis of the questionnaire above,we take the "Trinitarian Grammar" theory as the framework to design the teaching of "A is more......than B" and "Nothing is more Y than X",and put forward three teaching suggestions.The conclusion part summarizes this paper,draws the conclusions of this topic,reflects on the areas that need to be strengthened in this paper,and also points out that the innovation of this paper lies in the combination of the "Trinitarian Grammar" theory and the teaching of presupposition comparative sentence for the first time.Teachers provide directions and ideas in the teaching of presupposition comparative sentence.