The Double-object Sentences Teaching Of Teaching Chinese As A Foreign Language On The Basis Of Trivalent Verbs Research

Since 1978, when Mr Zhu Dexi introduced valence theory into China, valence grammar theory has attracted the attention of many linguists. As a frontier grammar theory, valence grammar have been largely developed and rich in China. With the deepening of the study, although the linguistic valence theory of some internal problems still exist differences, but the valence theory’s contribution with the analysis of linguistic phenomenon, processing, refinement and computer language programming language is obvious to all. During this period, as a subject, Master of Teaching Chinese to Speakers of Other Languages has been booming, the related theories such as ontology,epistemology, methodology, tools, this four aspects of research is develop. Liu Jianming(1997) put forward under the existing mode of teaching Chinese as a foreign language,put grammar theory applied in teaching Chinese as a foreign language, and briefly analyzes the applicability of the valence theory applied in teaching Chinese as a foreign language. Inspired by Mr Liu Jianming, this article will further attempt to apply the valence theory in double-object sentences of teaching Chinese as a foreign language.The introduction part mainly includes the purpose of this article, the theoretical basis and research review. Mainly expounds the following several aspects: first, main contents in this paper, the valence theory combined with double-object sentences teaching, the characteristics of this study, the problems that expect can solve in practical teaching. Second, the theoretical basis of this article. Third, the summarize of the valence theory of Chinese and foreign present research situation and results of the study.The second chapter mainly elaborates the applicability of the valence theory applied to the double-object sentences teaching. We begin with double-object sentences and the valence theory. First of all, analysis the characteristics of double-object sentences.Second, determine the principle of verb valence, and apply it on Chinese verb. Finally, by comparing the trivalent verbs and double objective verbs, reveal the cross between the two regions, so as to determine feasibility of the valence theory applied to the double-object construction teaching.The third chapter main content for the application of trivalent verbs study todouble-object sentences teaching. First, to classify trivalent verbs, and analyze the syntactic characteristics of different categories of trivalent verbs, find out the ability to generate double-object sentences of trivalent verbs. Secondly, applying the above classification to double objective classification, double-object sentences can be divided into give, take, implantation, tell and make. Finally, for some special case which different with generate sentences individually and teaching.The fourth chapter is the reflection to the full text and the suggestions of author.This chapter will be divided into three parts: first, the advantages of trivalent verbs research applied to double-object sentences teaching; Second, the things that the trivalent verbs used in double-object sentences need to pay attention; Third, the advices of the valence theory applied in teaching Chinese as a foreign language.