Foreign Chinese Functional Teaching Practice Of

Teaching of Empty Words plays a vital role in the whole Teaching Chinese as a foreign language, but Empty Words is a difficulty not only for learners but also as to teachers. The thesis consists three parts that are the theory, the application and the practice. Based on the practice, the thesis mainly studies the Empty Words'teaching in normal course and in Chinese Proficiency Test Level 4, especially the latter one. I hope my study can give a little help for teaching of Empty Words.The following conclusions can get from the analysis. Firstly, learners should master 272 Empty words and 166 grammar points at primary stage. As they reach the intermediate stage, learners must grasp 140 words and 46 grammar points. At senior stage it requires learners to learn 107 words and 50 grammar points. Secondly, the teaching should follow the principle of linking meaning and usage, the principle of making full use of context and the principle of organizing. Thirdly, Translation Method can be applied to the beginning of the teaching. With the raise of the learners' level, it is necessary to reduce its use. Comparison Method is suitable for all stages. The chief research is concentrated in the comparison between English and Chinese, so it is essential to pay more attention to the comparison with other languages. Despite the trait of Empty Words, Direct Method has limits in usage. While Context Method is used so frequently, but it requires teachers have creativity and ability to set suitable context. Fourthly, selection of teaching method is relevant to the experience and the teaching style of the teacher. Meanwhile, it is also decided by the specific content. Fifthly, New HSK Level 4 Examination requires learners to master 74 Empty Words, 85% of which are adverb and conjunction.Thus teacher should pay more attention to the teaching of adverb and conjunction. Sixthly, by analyzing the New HSK Level 4 sample paper, the questions about Empty Words are mainly distributed in the second part of the reading, from question 56 to question 65. According to statistics, more than 50% of these 10 items is relevant to Empty Words. Seventhly, the question of arranging the order tests not only the logical ability, but what degree learner has reached in using Empty Words. It mainly checks the collocation and function of Empty Words. Eighthly,5 items are relevant to the collocation of Empty Words, which makes the teaching of collocation important in the whole teaching. It is necessary to have special training on this part. Ninthly, although the percentage of questions about function of Empty words is slim, teacher cannot ignore the teaching. More exercising can make learner master Empty Words better. Besides these, it is also essential to carry out comparison in teaching. Based on the statistics, among 74 words,12 groups of synonymous words can make contrast while 11 groups can make comparison from different forms and usage. Finally, through contrast between Chinese and English, a conclusion can be drawn that Function Words in English is more complicated in meaning and usage than Empty Words in Chinese. Just translating it in English may cause some errors, so it is essential to strengthen the contrast between Chinese and other languages.