Study On Modern Chinese Comparative Sentences And Its Second Language Teaching

The article takes the modem Chinese comparative sentences as the research object,and mainly focuses on the ontology research.Besides,the study of foreign language teaching in comparative sentences is also investigated.The full text is divided into nine chapters:Chapter 1:Investigate the research status of comparative sentences,analyze and summarize the existing research results and shortcomings of comparative sentences,clarify the research ideas,source of corpus and the use of symbols.Chapter 2:Clarify the definition of comparative sentences and their constituent components and discuss the constituents.Comparative sentences have general and narrow meanings.Generalized comparative sentences only require compare meanings,but we defines comparative sentences from a narrow perspective.A comparative sentence is a sentence that can indicate a comparative meaning,consisting of a comparative marker and other comparative parameters.The comparative sentence mainly includes five components:comparative subject,comparative standard,comparative marker,comparative point,and comparative result.The comparison standard,comparison marker and comparison result are the basic constituent components of the comparative sentence.Combine the corpus to analyze the characteristics of the constituents and clarify the characteristics of each constituent.Chapter 3:Investigate the type of comparative sentences and the use of sentences.According to the usage,the comparative sentences are divided into two types:"quality" comparison and "degree"comparison.Since the comparison of "degrees" is more common,this paper classifies them from the perspective of meaning and the combination of form and meaning.The classification of the meaning angles increases the type of reconciliation in addition to the traditional simulative sentence?equative sentence and superlative sentence.According to whether the comparison is actually performed the comparative sentence is divided into two types:real comparison and virtual comparison.The combination of form and meaning mainly classifies the typical degree of different sentence patterns.According to the typical degree of sentence patterns,the comparison sentences are divided into two types:core sentence and edge sentence.Besides,investigate the use of different sentence patterns in the four genres,clarify the frequency and distribution characteristics of each sentence pattern and summarize the usage of each sentence pattern.Chapter 4:Examine the affirmative and negative forms of comparative sentences.Through investigation,we find that there is a clear asymmetry between the affirmative and negative forms of comparative sentences.The quantitative factors of negative sentences and the characteristics of sentence patterns are the reasons for this phenomenon.In addition,according to whether the meaning of the negative sentence requires the complement of other components,the negative sentence is divided into two categories:marked negative and unmarked negative.And the order of each component in the negative is also examined,and it is generally followed by this order:comparative result>compare point>comparative standard>comparative subject(“>,is the meaning of "priorit").Chapter 5:A case study of the "xiang ……yiyang(?……??)”sentence pattern.On the basis of the existing research,and the definition of the comparative sentence in this paper,we propose five criteria to judge whether the sentence is a comparative sentence:the similarity criterion,whether the comparative standard is specific,whether the comparative standard has typical characteristics,whether the comparative point appears after(??)" and the meaning of(??)".Examining the characteristics and conducting a comparative study of two specific pattern "X xiang Y yiyang(X? Y??)" and "xiang Y yiyang X(? Y?? X)",it is found that there are certain differences in form,meaning and function between the two patterns.Chapter 6:A case study of the "bubi(??)"sentence."bubi(??)" appears in a sentence,either as a verb or as a phrase.When appearing in the form of a verb,it is used to express the meaning of lower degree and the different meaning;when appearing in the form of a phrase,it is used to express the meaning of equivalent degree,the meaning of higher degree,and the meaning of superlative degree.When(??)”is ued to expree express the different meaning,the comparative object usually are two specific behaviors and the position is relatively fixed.The comparative point directly appears in the sentence is relatively rare,and usually needs to be inferred according to the objective descriptive component in the context.Chapter 7:A case study of the“?X bi?X(-X ??X)”sentence pattern.The "-X bi(?)—X" sentence pattern can be used to express the increasing meaning and all over meaning.In addition to differences in time categories,the two uses can be distinguished by confirming whether the comparison exists objectively and the characteristics of form and meaning.The "?X bi(?)?X”sentence is very special when it is used,and the main performance is that there is usually only one comparison object and the comparison result is difficult to specify.Through the analysis of the "?X bi(?)?X" sentence pattern and the "yuelaiyue(???X)" sentence pattern,it is found that although the two sentence pattern can replace each other under certain circumstances,there are still some differences in form and meaning.Chapter 8:Examining the second language acquisition of comparative sentences and proposes teaching suggestions.First of all,we examine the situation of second language acquisition from three aspects:teaching materials,teachers and students.The textbook survey mainly analyzes two textbook:"Chinese Tutorial" and "Developing Chinese".Teacher interviews mainly summarize the teaching situation of teachers and the mastery of students.The student acquisition survey uses the questionnaire to calculate the correct usage rate of each sentence,and summarizes the types of errors and the causes of analysis errors.Secondly,the comparative sentence patterns are re-selected and graded on the basis of the usage frequency and usage of the sentence,the Chinese as a foreign language outline and the second language acquisition.Finally,on the basis of the previous article,we propose that the textbooks should be more scientific and interesting,teachers should constantly improve their self-cultivation,and learners should give full play to their subjective initiative in the process of learning.Chapter 9:Summarize this article.Summarize the research contents and results of this paper and the put forward research prospects.