Contrastive Analysis Between Chinese Zhe、Le、Guo And Tense Expressions In French And Suggestions In French-Chinese Teaching

In the whole language system, Chinese belongs to Sino-Tibetan languages, while French is attributable to Indo-European family. So there are differences between these two languages both in language structure and form, grammatical meaning and other aspects. In the term of means of expressing time, Chinese lacks of strict morphological changes due to its isolated features. It always marks the time with the help of using dynamic auxiliaries or adverbs of time. Differently, the tense in French is very complex. And because of its detailed sub-divisions, inflections of French verbs are very rich according to different tenses. As one of the focal points in teaching Chinese as a foreign language, therefore, dynamic particles "zhe、le、guo" are difficult for French-speaking students to overcome in their studies.In this paper, the author, by comparison, emphatically analyzes the relationship and differences between "zhe、le、guo" and three related French tenses, namely, indicatif present, indicatif passe comppse and indicatif passe simple, in the term of grammatical meaning and form respectively. Besides, there are a large number of Chinese and French example sentences in the paper to give evidence of the two languages’similarities and differences. In the last part, the author summarizes errors of language learning in French-speaking students’ study of dynamic auxiliaries. And a detailed analysis of reasons is also given in the paper. Then naturally, on the basis of previous adequate theoretical analysis, corresponding solutions for teaching Chinese as a foreign language, especially for the acquisition of "zhe、le、guo" are proposed.On the one hand, the author hopes to offer a guidance for foreign students in their dynamic auxiliary learning. They could have a good command of usages and meanings of "zhe、le、guo" and a better understanding of tenses in Chinese and French. Thereby, they could make less errors, or even avoid mistakes in their study of Chinese dynamic auxiliary. On the other hand, this paper may provide some references for teachers in related language teachings. Therefore, teachers can use specific methods in teaching French-speaking students in the practical work to improve teaching efficiency and quality.