Contrastive Analysis And Teaching Strategies Of Teaching Chinese As A Foreign Language On "All The Time" And "From Beginning To End"

In contemporary Chinese language, "all the time" and "from beginning to end" have expressed a persistent implication. To a certain extent, the two words can also be interchanged, but in fact, there is a very big difference of "all the time" and "from beginning to end" either semantically or syntactically or pragmatically. On Chinese foreign teaching, many teachers felt very difficult when they teach these two words. The teaching effect is not satisfactory from the point of view that students are often confused the two words, and also confused with other words- such as "all along", "always" and "ever". For this problem, the author sums up the researches on the two words up to now and does the comparative analysis from three angles semantically, syntactically and pragmatically, finding out similarities and differences of the two words, and analyzes problems and gives countermeasures for second language learners in the learning process of these two words according to the characteristics. The author presents the point of view on how to do instructional design of "all the time" and "from beginning to end". The basic content and structure are as follows:(A) Based on existing researches, doing comparative analysis on "all the time" and "from beginning to end" semantically, syntactically and pragmatically;(B) Based on the language characteristics and teaching effectiveness, analyzing the problem and the reasons of these two words encountered in the teaching process;(C) According to teaching practice, presenting point of views on how to do effective instructional design;(D) Making teaching strategies of "all the time" and "from beginning to end", with the example of elementary Chinese level middle school students in Myanmar.