Analysis And Teaching Research Of Concurrent Sentences In International Chinese Textbooks

In recent years,with the increasingly close communication between China and other countries in the world,more and more foreign friends begin to learn Chinese,among which the knowledge of Chinese grammar is the content they have to learn,and the concurrent sentence because of its own unique charm,has been a cannot be ignored in the study of Chinese grammar,but also an important and difficult grammar point in international Chinese education.However,in the current mainstream international Chinese teaching materials,the compilation of concurrent sentences in some textbooks is relatively simple,lacking a certain degree of scientificity and systematicness,and the second language grammar teaching method that can effectively and systemically guide the teaching of concurrent sentences is also rare.Therefore,this aricle tries to combine the “Trinity Grammar” theory to conduct teaching design and practice for concurrent sentences.As a new way of thinking in grammar teaching,the “trinity grammar” theory has achieved some success in second language teaching.Therefore,the research of concurrent sentences teaching based on this theory has certain significance.This article firstly expounds the significance and value of the topic,summarizes the research status of the concurrent sentence and “trinity grammar” through literature analysis,and finds that the application of “trinity grammar” in teaching practice,especially in the compilation of textbooks and classroom implementation of the concurrent sentence there is still a large space for exploration,then puts forward the research purpose and research methods of this thesis.Then,it briefly introduces the definition and characteristics of concurrent sentences and main contents of the “trinity grammar” theory.Based on the previous research results,it uses the “trinity grammar”framework to analyze and summarize the structure,function and context of the "shiling" statement,the "aihen" statement,the "xuanding" statement and the "youzi" statement.Then,statistical analysis is used to make a statistical analysis of the overall use cases,distribution and practice of different levels and types of sentences in the three sets of comprehensive textbooks,including international Chinese syllabuses and HSK Standard Course,Experiencing Chinese and the Road to Success,and comparative analysis is used to compare the arrangement of the textbooks with the requirements of the syllabus,referring to the specific requirements of “trinity grammar”.Analyze the differences between the two.Based on this comparative study,this article selects the eighth lesson "Let me think about It before I tell you" of HSK Standard Course 2 as the teaching content.Considering the learner’s ability level and class time and other factors,this article designs the classroom teaching of the "shiling" statement with “trinity grammar”on the basis of known textbooks.And through the classroom practice method to complete the specific online teaching implementation process and post-teaching reflection.Finally,based on the above analysis,some suggestions are put forward for the compilation of textbooks and classroom teaching.It is hoped that the research of this paper can provide some reference for relevant personnel and improve the teaching quality and effect of concurrent sentences in international Chinese education.