Special Sentence Teaching Chinese As A Foreign Studies

The so-called "special sentence patterns", it is relative to the general patterns,namely in syntax, semantics, pragmatics three plane has a certain particularity of thesentence. Its unique characteristics in teaching Chinese as a foreign language morehighlighted, and become one of the key and difficult point for teaching Chinese as aforeign language. Composition, especially since the students will often appear manyusage errors, it also naturally should be the emphasis and difficulty in teachingChinese as a foreign language, is also a focus in the study of teaching Chinese as aforeign language. Based on the Beijing language and culture university HSK dynamiccomposition corpus students in South Korea, Japan and scale of200000words,mainly students, international students composition corpus analysis, through theresearch on the errors made by Chinese comparative sentences, passive sentences andstrategy of teaching Chinese as a foreign language study, specific to investigate thespecial sentence patterns in teaching Chinese as a foreign language teaching strategiesshould be taken. This article is divided into four chapters.The first chapter is introduction. Focus on the cause of my choice, we choose tocompare with high bias and passive sentences, for example, special sentence patternsof teaching Chinese as a foreign language strategy are discussed. Then, for the currentacademic circles on special sentence patterns, especially the study of comparativesentences and passive sentences ontology and review of teaching Chinese as a foreignlanguage research, clarify the study of the status quo, research trends, researchmaterials and research methods. After the first introduced the Beijing language andculture university is we choose HSK dynamic composition corpus students and givepriority to with South Korea, Japan students general situation of the studentscomposition corpus of200000words, and selection. Then, in this paper, the researchmethods of this article, including the corpus study, interlanguage theory, contrastanalysis and so on.The second chapter for the study of the errors committed by comparing Chinese asa foreign language and teaching strategy. First of all to its correct sentenceclassification, analyzes the geometric, worse than, than the use of three differentcomparative sentence frequency limit, then examined the errors of various types, andthese types of errors, further from the interlingual transfer and intralingual transfer,learning strategies, teaching errors from four aspects such as its errors, put forwardthe teaching strategy. On graded teaching, should first learn geometric and differencethan sentences, and finally learn to limit than words. In the process of practice, shouldstrengthen the practice differentiate between "than" words, at the same time payattention to learners’ composition analysis and guidance. In students of differentlanguage teaching, special attention will be related to compare other fixed structuretype, such as the composition of prepositional structure, the location of theprepositional structure, and the students’ native language contrast teaching, tostrengthen the teaching effect. The third chapter for the study of the passive sentence errors and teaching Chineseas a foreign language strategy. First of all to its correct sentence classification,especially with the classification of the passive sentence has the mark, to analyze itsuse frequency and accuracy, and then investigate the types of bias sentences anderrors rate, further from the interlingual transfer and intralingual transfer, learningstrategies, teaching errors from four aspects such as its errors, put forward theteaching strategy. On the hierarchical teaching, according to the typical be words,other signs of passive sentences, passive sentences without logo, from easy to difficultteaching method. In the process of contact, the active and passive sentences in valueof variable practice at the same time, practice materials shall be selected, with aspecial focus on "the words" and "be" words, the transformation between the alsostrengthen the composition practice and guidance. In the students of differentlanguage teaching, pay attention to negative transfer of mother tongue "by" wordscaused by overgeneralization, problems such as wrong sequence errors, reasonableuse of mother tongue is migration, improve teaching efficiency.The fourth chapter is conclusion, bias condition of comparative sentences andpassive sentences and summarize teaching strategy.Teaching Chinese as a foreign language is given priority to with adult studentsoriented, second language teaching and traditional teaching modern Chinese in allaspects of teaching content, teaching method and so on have many differences,especially in special sentence patterns of teaching has more complexity, according tothe characteristics of Chinese sentence patterns and ease were classified, and theerrors made by students of different language case is particular analysis, can improveteaching efficiency and teaching effect.