| In the field of teaching Chinese as a foreign language, teaching "Bijing" modal adverbs has been an unavoidable challenge. Previous studies on "Bijing" modal adverbs made a great number of achievements on ontological studies. However, it’s still hard for teachers to apply the theoretical achievements upon teaching and also for those English native speakers who study Chinese in un-target language environment. Thus, the study aims to figuring out a teaching design focusing on the acquisition of "Bijing, Daodi, Zhongjiu, Zhonggui" for second language learners who speak English.With the perspective of teaching Chinese as a foreign language, the article explains the semantic, syntactic, and pragmatic meanings and functions of "Bijing" and its kind with the conclusion that "Bijing" modal adverbs has a basic semantic function of emphasizing reason or facts in causal complex sentences or concessive-contrastive complex sentences with flexible syntactic distribution. Their primary pragmatic functions include emphasizing, expressing subjective evaluations, specifying presuppose, alleviating tones and discourse cohesion. It also analyzes and clarifies the commonness and individuality of "Bijing, Daodi, Zhongjiu, Zhonggui" semantically, syntactically, and pragmatically. Chapter Three focuses on analyzing the typical errors made by second language learners who speak English from University of Virginia and proposes the primary reasons for these errors. Chapter Four proposes a teaching design based on the results of Chapter Three which focus on the acquisition of "Bijing, Daodi, Zhongjiu. Zhongui" of the particular group. The teaching design adopt the communicative and task-supported teaching approaches by combining the teaching of modal adverbs with a series of communicative tasks oriented by topics. The conclusion summarizes the main ideas of this article and identifies the limitation which can be explored in future study in this field. |
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