| Chinese as the second language teaching includes Domestic Chinese as the second language teaching and Chinese teaching as a second language. In our country, ethnic minority students learn Chinese as the country's official language. One of focal points and difficulties in their Chinese as the second language teaching is contemporary Chinese disyllable adjectives. In order to satisfy the practical needs of students'Chinese learning, we should study the theory of disyllable adjectives teaching more deeply. The beginning of Chinese adjective theory study can date bake to 100 years ago since Ma Shi Wen Tong came out. Grammarians have studied adjective widely on its characteristics, function and classification. If we regard distinctive words as an independent word class, it is the most popular idea that contemporary Chinese adjectives include character adjectives and stative adjectives. According to the statistics, 98 percent of adjectives are character adjectives, which can be modified by intensifier. And there are few stative adjectives. Apparently, if we divide adjectives into two classifications, adjective's classification can not be totally realized. The way of classifying adjectives is not perfect in today's adjective reference book. Classification is an important way in understanding things. In order to help the students classify Chinese adjectives that they get to, the theory of classification of Chinese adjectives is necessary in Chinese as the second language teaching. By doing that, the students can learn more adjectives quickly. Disyllable adjectives are a very important part in contemporary Chinese adjective. When disyllable adjectives are used as predicates, adverbial modifiers and complements, the substantives, which is stated, modified, recruited by disyllable adjectives is descriptive objects of disyllable adjectives. In common, total descriptive objects are named description spectrum. The general combination form is not only a combination form without comparison, assimilation and exaggeration, but also a form which has been illustrated in open published reference book, also a form which is used by the standard modern Chinese works, also a form which those take the Chinese as the first language should acknowledge with language sense, also a form which fit for people's life knowledge. Combination form is phrase. In general combination form that disyllable adjectives are used as predicates, adverbial modifiers and complements, the descriptive objects and description spectrums of disyllable adjective are named general descriptive objects and general description spectrums. Based on the language meaning sorts of disyllable adjective's general description objects and general description spectrums, we can divide disyllable adjectives of contemporary Chinese into three species: firstly, the adjectives that are only used to modify people or their spirits, looks and behaviors as general description objects and general description spectrums; secondly, the adjectives that are also only used for modify the living creature (not include human) or things and their appearance; thirdly, the adjective that can modify the objects above. At present, the vocabulary teaching of Chinese as the second language teaching is mainly based on The Chinese Course Standard for Chinese Minorities Primary and High Schools (Draft) and The Vocabulary Outline of Chinese Level and Chinese Characters Band, which includes about 1000 disyllable adjectives. The number is less than 1000 except the repeated ones. To meet the needs of the theory of Chinese as the second language teaching, I collected 2032 disyllable adjectives and classified them in three species according respective general description objects and general description spectrums of each word. On the right side of each word is noted byclassificatory and under each word it is noted whether the disyllable adjective is included in The Vocabulary Outline of Chinese Level Test(if the word appears, noted under it by A), The Teaching Course Standard for Domestic Chinese as The Second Language Teaching(if the word appears, noted under it by B)and note books of common senior high school(if the word appears, noted under it by C)or not. Thus, The Trichotomy of Disyllable Adjectives in Contemporary Chinese Classified Table is completed. The classified table can offer rich adjective teaching theory to Chinese as the second language teaching and can be treated as the reference for Chinese teaching to common Chinese teaching. The following thesis concludes: examples and phrases of disyllable adjectives included in Chinese teaching text of senior high school(six volumes in total)and in Chinese text of common senior high school(six volumes in total),which are the corn materials of the trichotomy of disyllable adjectives. Classifying adjectives by Trichotomy based on the language meaning sorts of contemporary disyllable adjective's general description objects and general description spectrums and the trichotomy teaching theory of adjectives in Chinese as the second language teaching are put forward for the first time in contemporary study of Chinese adjectives classifying theory and Chinese adjective teaching theory.
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