Grammaticl Function And Teaching Strategy Research Of The Modal Particle “ā”

Modal particles in Chinese grammar play an very important role,but because they have no real semantic meanings,so they have always been difficulty in teaching Chinese as a foreign language."ā" is a typical modal particle in teaching Chinese as a foreign language,so in order to achieve better teaching effect,we must do a systematic research of the modal particles "ā".To this end,we chose the full range of integrated textbooks,The Development of Chinese(second edition)and The Outline of HSK Level Standards and Grammar Level(Hereinafter we referred the short-name of it as "outline")as the source of corpus.And then using the method of comparison and analysis to describe the similarities and differences of "ā" between them and at the same time,we try to find the problems and put forward the corresponding countermeasures.This paper combining the quantitative analysis and qualitative analysis to study "ā" according to the classification and to sum up the various usages and meanings of "ā".We analyzed the types of errors and the causes of "ā" in teaching Chinese as a foreign language.On this basis,we put forward some targeted teaching strategies so that we can do a favor to the establishment of curriculum,and give some effective suggestions to the teaching of "ā" as a foreign language.The first chapter is introduction,mainly elaborating the background and research significance of the topic,the research status and research methods of "ā".The research status mainly includes the research "ā" both in the domain Chinese and teaching Chinese as a foreign language.The second chapter does the systematic analysis on the grammatical functions of the modal particle " ā ",dividing the syntax functions of " ā " into the interrogative usage and the non-interrogative usage.And then divide the "ā" into the "ā" in the middle of a sentence and the " ā " at the end of a sentence.According to the classification,we have the " ā " at the end of interrogative sentences,declarative sentences,imperative sentences and exclamatory sentences.And then according to the positions of " ā " in the sentence,we divided " ā " into six kindsrespectively: "ā" after the subjects,"ā" after the apostrophes,"ā" after the salutations,"ā" after the parallel compositions," ā " after the repeated verbs and " ā " after the adverbials.The in-depth analysis of their functions and meanings is to lay a solid foundation for the next study.The third makes a comparisons of The development of Chinese and The Outline about "ā",to find out the reasons for the existing problems and solutions.At the same time through the questionnaire survey among the students of the international Han college Henan university,combining with the acquisition of errors of "ā" in the HSK dynamic composition corpus,and finding out the causes of these errors and countermeasures.The fourth chapter puts forward specific teaching strategies "ā".One is the advise on the grammar points selecting and layout proposal in the textbooks.It includes the collection of grammar points,the explanation of grammar points,the classification of grammar points and the update of grammar points.The other one is about the methods and suggestions of "ā" teaching,mainly discussing how to improve the teaching effects of the practice "ā" in teaching Chinese as a foreign language using diversified teaching methods.The conclusion part gives a summarisation of the process and the shortcomings of the paper.