Research On The Teaching Of Implicit Rule Output Of Sufficient Conditional Sentences In Chinese As A Foreign Language

At present,most of the foreign students studying Chinese in China are adults with certain logical understanding ability and language self-learning ability.They pay attention to the presentation of language forms and language rules when learning Chinese.Teaching material is one of the important basis for students’learning,but due to the limitation of teaching material arrangement,it is difficult to present all the knowledge points to students.In the HSK grammar syllabus,"Fanshi(凡是)...Dou(都)"belongs to the category C grammar item.In many dictionaries and textbooks,"Fanshi(凡是)"and"Zhiyaoshi(只要是)"can be interpreted each other.Combined with the corpus,there are still some errors in the output process of foreign students,which seem to be correct in form,but have problems in semantics and pragmatics.Therefore,this paper takes"Fanshi(凡是),Zhiyaoshi(只要是)"as an example to present the parts that are not suitable for second language learners in ontology research in a relatively simple and easy to understand way,so as to serve Chinese teaching.This paper consists of four parts,the first part: introduction,introduces the research purpose,research object,theoretical background,research status,research methods,corpus sources and the practical software when analyzing the corpus.The second part:the logical semantic rules of sufficient condition sentence,mainly studies the basic semantic connotation of"Zhiyaoshi(只要是)"sentence and"Fanshi(凡是)"sentence as well as the semantic characteristics of related components in common structures,discusses the differences between them,and predicts the learning focus based on the students’corpus.The third part:the study of the pragmatic rules of the sufficient condition sentence.It mainly discusses the similarities and differences between the"Zhiyaoshi(只要是)"sentence and the"Fanshi(凡是)"sentence from five aspects:the layout of the focus,the overlapping of the sufficient condition relation and other logical relations,discourse analysis,the usage of the style and the communicative intention,and analyzes the students’acquisition of the relevant pragmatic rules.The fourth part:output rules and teaching design of"Fanshi(凡是)"sentence.Firstly,it analyzes the influence of explicit rules presented in textbooks and dictionaries on students’output.Secondly,based on the analysis of explicit materials,it puts forward the changes of teachers’teaching ideas.Finally,it makes a detailed teaching design for"Fanshi(凡是)"sentence to provide reference for classroom teaching.