Teaching Chinese As A Foreign Existential Sentence

Existential sentence is a key point in teaching Chinese as a foreignlanguage, because of its characteristics, patterns not corresponding to foreign learners’mother tongues, the existential sentence has become a teaching difficulty.Based on the ontological study of existential sentences and as a sort of researchin second language acquisition, I found that the body of the existential sentence hasachieved a lot of results, and discussed from the angle of diversity, including thedefinition, classification of existential sentences, three characteristics, three planetheory of grammar, valence grammar theory. But now the research on TeachingChinese as a foreign language in the existential sentence is not very rich, a smallamount of study abroad life sentence errors and the teaching methods of theexistential sentence. This paper attempts to discuss from the following aspects, inorder to enrich the teaching Chinese as a foreign language in the existentialsentence:Research on new Chinese Proficiency Test (HSK) setting of the existentialsentence outline, and compared with some other grammar syllabus, the existentialsentences in the grammar syllabus in the proportion of change study of existentialsentences; in a number of outstanding foreign language teaching materials in thelayout, summarizes the existential sentence appeared in several typical types andlearning sequence, understanding the existential sentences in different stages of thedistribution of the materials; investigation of foreign students’ acquisition ofexistential sentence error type and universal laws. That each item of the conclusioncan provide some enlightenment for the teaching, at the same time, this paper alsoattempts to HSK outline, teaching Chinese as a foreign language and students, erroranalysis and put forward some reasonable suggestions. Finally, according to theteaching of Chinese grammar theory, put forward some principles that should befollowed, and puts forward some suggestions and opinions on several specificproblems in the teaching existential sentence.