The Functional Analysis Of Chinese Modal "Ne""Ma""Ba""A" And In The Study Of Teaching Chinese As A Foreign Language

AS a part of Chinese function, Chinese modal, with itelusive meaning has become a very difficult part of teachingand learning. This article take“ne”“ma”“ba”“a”four Chinesemodal with high frequency of occurrence as the objects of study,by studying the syntax distribution, the semantic function,combine with Chinese teaching materials, study ofquestionnaires of students studying aboard, bias of the CCLcorpus, propose a teaching idea of Chinese modal “ne”“ma”“ba”“a”, to expect a little help with study of TCFL.The introduction part mainly explained the meaning ofChinese modal studying and it in the TCFL, introduced thecontents, the significance, and the methods of the research.The second chapter explained the ontology research of “ne”“ma”“ba”“a”.“ne” means to remain a common understanding ofa discourse,”ma” is a identified questioning words, usuallyappears in the end of a sentence, cannot be replaced by “ne”,”ba” means a weak inference of the discourse,”a” meansto inform the discourse to the hearer explicitly.The third chapter presented the condition four Chinesemodal in Chinese teaching, reputed that the four modal weren’tinvolved enough in the widely used textbooks, with studying ofquestionnaires of students study aboard, bias of the CCL corpus,considered that students circumvent the use of the modals whichnot often shows, and appear misuses when they cannot comprehendall the meanings of a modal, summarized the teachingdifficulties in materials designing and the students learning.The fourth part classified the teaching methods of “ne”“ma”“ba”“a”.