Cognitive Teaching Research On Modern Chinese Double-objects Sentence

After reviewing the former studies correlated with the research in detail, our essay was aimed at the controversy and explain them with syntax of the sentence of cognitive.We also analyzed various categories of Double-Objects with cognitive level theory,and finally got the Double-Objects Sentence of the prototype category. In order to inspect the error condition during the acquisition of learn Double-Objects Sentence, We chose 120 foreign students from International College of Chinese studies of FuJian Normal University, and asked them to answer questionnaires in order to analyze their acquisition and the acceptable level of eight categories in Chinese Double-Object Sentences. The further analysis was on the acquisition error arising in process conditions. Besides that, we also searched in the Inter-media HSK Essay from Center for Language and Information Processing of BeiJing Language and Culture University. After described and analyzed the error language data, we made a chart which can see the error category and proportion clearly. The theory foundations of this essay were The Acquisition of Second Language Learning Theory, Inter-language theory, Error analysis Theory. We applied these theories to analyze the reason of the error data comprehensively. At last, we put forward some teaching advice on Double-Objects Sentence for TCFL, include classroom teaching, arrangement of textbook, and layout of exercise.The essay was made a new attempt on combine The Cognitive Theory with Teaching Chinese as a Foreign Language and made contribution to teachers to prevent and correct the mistakes made by foreign students during their Chinese studies.