Strategies Of Teaching Antisense Composite Modal Adverbs

This article research is geared to the needs of teaching Chinese as a foreign language. Its purpose is to explore strategies of teaching antisense composite modal adverbs and this article will combine antisense composite modal adverbs into combined perspectives in semantics, syntax, pragmatics and other multi-dimensional perspectives. As for the teaching part, constructivism teaching view will support the teaching in language classrooms to explore effective teaching methods. The research in this paper will mainly focus into the six words in the outline of the HSK vocabulary level, on the basis of the outline of the HSK vocabulary level of statistics,“多少”belongs to the first class in grade outline,“反正”and‘始终”belong to level B,“幸亏”and“早晚”are in level c.Based on the ontological research of those six antisense composite modal adverbs in semantics, pragmatics, syntactic function and the aspect of cognitive perspective. There are difficulties in the word formation, syntactic function, pragmatic and cultural aspects of those antisense composite modal adverbs in teaching classes.In combination of HSK dynamic composition corpus and the actual survey found that the language errors can be found in the following aspects:Antisense composite modal adverbs have language errors in semantics and syntactic functions, for the words whose syntactic positions are flexible the foreign learners may have much more difficulties in semantic meaning. And for the words whose syntactic positions are fixed the foreign learners may have much more difficulties in syntactic positions.According to the survey, mostly the classroom acquisition of six words is in according with the vocabulary level outline, but the actual master condition of the foreign students is not in consistent with the vocabulary level outline.There are language errors also in semantic, syntactic, pragmatic and words’ collocation in sentences.Finally on the basis of analysis of the errors and constructive teaching view with its supported teaching strategies, such as the situational teaching method, comparative method, task-based teaching method and so on, the paper will combine the analysis into the teaching design. In each word’s teaching design, the semantic classification will be presented and then each word’s syntactic function will be taught. Besides these aspects ahead, the pragmatic functions will be emphasized by setting real language situations in teaching.