Teaching Research On Existential Sentences Of Chinese As A Foreign Language Based On Chinese - English Contrast

The existential sentence is one of important sentence patterns in modern Chinese grammar, which is characterized by a complex structure and diversified types. Currently, from the perspective of linguistic ontological study, there have been many research findings about the existential sentence. However, from the perspective of teaching Chinese as a second language, there has still been a great room for research into the existential sentence. In daily life, it is quite often for people to express meanings like “What’s around here?” When foreign students learn Chinese, the existence sentence is one of sentence patterns they are first exposed to. However, if foreign learners cannot correctly master grammar characteristics and use it according to its rules, misunderstandings might be caused, thus influencing daily communication. Comparative analysis is an important method for the second language acquisition. It compares the native tongue of Chinese learners and the target language to learn so as to better highlight difficult and important points of Chinese and guide students to learn in a more targeted way. Based on research findings of previous scholars, this paper summarizes the definition, scope and classification of modern Chinese, and its syntactic, semantic and pragmatic characteristics are also summarized. The above serves as the theoretical basis for this paper. Combining characteristics of the existential sentence in English, this paper points out the differences of the existential sentence between Chinese and English through comparative analysis. The questionnaire survey is conducted to investigate into misunderstandings of the existential sentence during the Chinese learning process of international students with English as the native tongue and analyze causes of these misunderstandings. Besides, this paper conducts a detailed study of the learning order and practice methods of the existential sentence in New Practical Chinese Reader and statistically analyzes the distribution of existential sentences in HSK examinations of various levels. Based on the above research, this paper points out difficult and important points of the existential sentence during teaching Chinese as a second language, provides operational suggestions for optimization of compilation order, interpretation and practice methods, teaching methods and techniques of the existential sentence in New Practical Chinese Reader and attempts to make a preliminary teaching design for the existential sentence.