Research And Teaching Suggestions Of International Students’ Acquisition Of Common Emphatic Category In Chinese Comprehensive Textbooks

"Emphasis" is an important expression of Chinese,"emphasis" is also ubiquitous in daily communication.A sentence will attract the attention of listeners more because of more "emphasis".In recent years,with the in-depth study of "emphasis",a new concept has emerged in the academic circles-"emphatic category",where "emphatic category" is a collection composed of Chinese emphasis expressions.Scholars’ research direction of "emphasis category" is still ontological.Therefore,this paper attempts to combine the emphatic category with the comprehensive Chinese textbook and the teaching of Chinese as a foreign language,aiming to find the deficiencies in the emphatic category and the acquisition of the international students’ emphasis in the textbook through the investigation of the distribution of the emphasis category in the comprehensive Chinese textbook and the acquisition of the emphasized category of international students,and put forward targeted suggestions.and finally it helps international students to better use the emphasis category.This paper extracts the subitems of the common emphatic category from the comprehensive textbooks of Developing Chinese and Boya Chinese,and examines the number and type,frequency of occurrence,annotations and practice settings of the common emphatic categories.In terms of quantity,there are 17 subitems of common emphastic category that we have finally determined,which can be divided into two categories: lexical emphasis and syntactic emphasis.In terms of the frequency of texts,it is found that Boya Chinese pays more attention to the reproduction of language points.In terms of annotations,Boya Chinese are more detailed and clear than anothrer one.In terms of the setting of exercises,the two sets of textbooks mainly focus on completing dialogue,completing sentences and rewriting sentences,but Boya Chinese attaches more importance to exercises,while the amount of exercises in the two sets of textbooksis less overall,and the communicative practice is also lacking.After that,a comparative analysis is made between the emphatic category subitems in the textbook and the subitems of the New Standard,and it is found that the emphatic category subitems in the textbook of Developing Chinese are more in line with the teaching requirements of the emphasis on grammar in the syllabus of the New Standard.Then,starting from the HSK dynamic composition corpus,this paper examines the acquisition of the common subitems of emphatic category in the textbook,and finds that the emphatic category errors of international students is mainly due to misnomer,marking errors and structural misalignment,and there will also be errors of applying formulas and sentence patterns.Then,by examining the HSK dynamic composition corpus,this paper finds that international students have good acquisition of the common subitems of emphatic category,but there are still many errors,among which there are mainly misnomers,marking biases and structural misalignment,and there will also errors of applying formulas and sentence patterns.In view of the errors of international students,this paper believes that it is caused by the complexity of language points,the negative transfer of students’ target language knowledge and the unreasonable arrangement of teaching materials.According to this,suggestions are made from the two aspects of textbook arrangement and teacher teaching,such as textbook writers can optimize sentence distribution,increase emphasis reproduction,improve emphasis notes,and optimize practice settings,teachers can use situational teaching,adopt contrastive teaching,and strengthen relational teaching.