The Structural Analysis Of Monosyllabic Verbs + 'to' + Places And Its Teaching To Chinese As A Foreign Language

The study of Chinese Grammar and Grammar Teaching was a deep concerned and valued point of the field of Foreign Language Teaching. The analysis of“到”and the structure of "Monosyllabic Verb+‘到’+Locative Words" as well. As I teach Chinese in Mongolia University of Science and Technology, we found that students show more serious errors while the students doing the Questionnaire Structure. This paper aimed to study the structure ontology analysis on "Monosyllabic Verb+‘到’+Locative Words" and research of foreign language teaching of Chinese.The main body of this paper was divided into three chapters and nine parts of contents:The first chapter is introduction, mainly elaborates the source, the status, the object, the methods, the purpose and the corpus sources of the research of this paper.The second chapter includes three parts, the main content of the study is the analysis of the ontology on "Monosyllabic Verb+‘到’+Locative Words". The first part put forward“到”in "Monosyllabic Verb+‘到’+Locative Words" work as a "Verb" and analysis the grammatical features of“到”.“到”and "Monosyllabic Verb" constitute complementary phrases, with an object, also can show the dynamic auxiliary with "了" and“过”,structure of utterances“的”；Also can added“不”and“得”；Part of the sentence can be replaced by“见”、“着(zhao) ". The syntactic structure analysis of "Monosyllabic Verb+‘到’+Locative Words", it can be concluded that the relationship between the verb“到”and "Monosyllabic Verb" is complementary, the structure is Predicate Complement Structure, combined those two together control the "Locative Words". The structure of the second part is Semantic Analysis, it can be concluded as follows:the "Monosyllabic Verb+‘到’+Locative Words" can be called Nuclear Structure Type, "Monosyllabic Verb" is the Core Component of the structure,“到”was Non-core Component. By analyzing the transformation of different angles of the structure, it can be concluded that the semantic structure relation between "Monosyllabic Verb" and the“到”was not changed. With the analysis of the structure“到”semantic features, it can be summarized“到”semantic feature is:[+Results], [+Completion], [+Direction]. Finally, to summed up the structure of“到”semantic orientation:it can point to the "Agent", "Patient", can also point to the "Agent" and "Patient". The third part of the pragmatic can be concluded:The difference between the topic sentence and the non-subject sentence when the "到"-- as the preposition or verb. "Tense" and "Physical" embodied in the structure, constitute the co-occurrence and fusion. "Monosyllabic Verb+‘到’+Locative Words" of the“把”,“被”sentence "Focus" is the predicate-object structure-"Monosyllabic Verb+‘到’+Locative Words."“是……的”the sentence of Contrast focus on Predicate-object Structure-"Monosyllabic Verb+‘到’+Locative Words." The focus of the positive rhetorical question is the form of the positive or negative forms of the "Monosyllabic Verb+‘到’”The focus of Specific Interrogation is the Question Word, namely, the specific content of Focus Point.It can be a "Monosyllabic Verb+‘到’+Locative Words," the whole structure, "Monosyllabic Verb+‘到”’or "Locative Words".The third chapter consists of two parts. The first part is according the questionnaire of the students from Science and Technology University of Mongolia, we outline the four types errors of“到”in "Monosyllabic Verb+‘到’+Locative Words". That is:The lost of“到”;The“到”mistakenly added, The wrong generation of“到”and the wrong order. The second part is based on the first part of“到”in "Monosyllabic Verb+‘到’+Locative Words",Analyzing the causes of errors from the negative transfer, negative transfer of native language, target language learning strategy, communication strategy and teachers teaching materials.The fourth chapter consists of three parts The first part is suggestions for teaching foreign language teachers, putting forward "Monosyllabic Verb+‘到’+Locative Words" in two aspects. The second part is teaching suggestions in three aspects on students’errors:the attitude, focus on learning and cooperative inquiry, cultivate students’good Chinese learning habits. The third part puts forward the arrangement of textbook“到”and the arrangement of proposals, which is according to the students from Science and Technology University of Mongolia who uses "New Practical Chinese Reader"(1-4).Namely:the grammar points of“到”add“到”is a preposition followed by an object in the sentence adverbial grammar. Appropriate "Monosyllabic Verb+‘到’+Locative Words" structure and function“了、过、的、得”,“把”,“被”sentences. The sentence“是……的”as a grammar points was combined in the textbooks together. It will be appropriate to increase the examination on "Monosyllabic Verb+‘到’+Locative Words".