A Study On The Teaching Of Existential Sentences In TCSL

The existential sentence is a special type of sentence patterns in modern Chinese,which is widely used in daily Chinese communication.Because of complex sentence structure and diverse types,it is one of the most important and difficult points in teaching Chinese as a second language,and foreign learners are also prone to have more problems in using it.At present,the current academic research on Chinese existential sentence is mainly focused on its ontology,and the achievements are abundant,but the research on the existential sentence in TCSL is comparatively inadequate,especially in the teaching.The traditional teaching method cannot solve the problem of learners’ acquisition of existential sentence well.In the face of this situation,based on the study of existential sentence,this paper analyzes the "teaching" and "learning" of existential sentence in TCSL,draws inspiration from the results of application of the construction-chunk theory,uses new teaching methods to design and expand the teaching of existential sentence,trying to provide reference for the teaching in TCSL.It is expected to provide foreign learners with more effective ways to learn existential sentence,help them better acquire it.This paper will be expanded in the following five chapters:The first chapter is the introduction,which mainly expounds the purpose and significance of this paper,briefly explains the research contents,introduces the research ideas and methods,and reviews the relevant research literature.The second chapter explains the related concepts involved in this paper.By combing the existing research on existential sentence,we have a clearer understanding of the ontology of existential sentence in modern Chinese,and get the definition and classification of existential sentence in this paper.The third chapter investigates and analyzes three TCSL syllabuses and two sets of TCSL teaching materials.The link between teaching and learning in textbooks is an important means for teachers to teach and students to learn.By sorting out the arrangement of existential sentence,we can analyze the situation of "teaching" existential sentence,in order to understand the current situation of teaching existential sentence in TCSL.The fourth chapter collects and sorts out the learners’ errors of existential sentence with the help of the interlanguage corpus,and tries to understand learners’ acquisition of existential sentence from their "learning" situation and analyze the causes of their errors on this basis.The fifth chapter presents the teaching design,based on the above conclusion and analysis of "teaching" and "learning" of existential sentence in TCSL.On the basis of previous studies,this paper applies the construction-chunk theory to the teaching of existential sentence in TCSL,and designs the teaching steps of existential sentence,so as to provide references and examples for the teaching of existential sentence in TCSL.