Teaching Analysis For The Double-objects Structure Which Bases On The Construction-chunk Theory

The double-objects structure is one of the basic structures of Chinese.Thedouble-objects structure is also a difficulty on Chinese grammar teaching. At present,ontology research about the double-objects sentence already obtains abundantachievement, but the amount about specific research for the double-objects structureteaching had only a small numbers in the past, almost all the traditional teaching wayfor the double-objects structure followed “subject-predicate-object” and “agent-action-recepient”. The traditional teaching way is insufficient, it lead to foreignerswho use this way to learn Chinese get a lot of mistakes when they use Chinese. Thetraditional teaching way’s insufficient give us a huge gap to explore to supply thetraditional teaching way. At the same time,“construction-chunk of language”analytical method and pedagogical give us a new research approach.Basic on the “construction-chunk of language” theory, this thesis investigatedcurrent outline and material, also analyzed current common pedagogical for thedouble-objects structure. The Author research collected some overseas students’compositions. Almost all cases for my research overseas students made same mistakesin their composition of the double-objects sentence. This thesis classified those errorsin my thesis, the error types included: generalize, avoid, omit, misuse, disordering,add words and so on, furthermore, the author also found out some other reasons whyoverseas students always make mistakes for the double-objects structure sentence, forexample interlingual interference. intralingual interference. Learning Strategy.Communication strategy interference and factor of teaching. Base on those researchresults, the author propose a new teaching way, compare with the traditional teachingway, the new teaching way will be easier for foreigners whose mother language is notChinese to learn Chinese. Meanwhile, in view of “construction-chunk of language”pedagogies’ teaching experiment, the experiment proved that the “construction-chunkof language” pedagogies are better than traditional grammar pedagogies. The thesisgives us a new method for teaching Chinese as a foreigner language, at the same time,the author focus on expand a range of application for the new theory in grammarteaching that teaching Chinese as a foreigner language.