Study On Semantic Backgrounds,Style Conditions And Chinese Teaching Of Associative Markers In Progressive Complex Sentences

It is always difficult to teach function words and complex sentences.This paper chooses associative markers in progressive complex sentences as the object.Because the markers are function words and could join clauses,which are related to complex sentences.It is worthy to study progressive markers.There are plenty of papers that concentrated on functions words and complex sentences.But when we try to apply these research findings to Chinese teaching,problems occur because they can't be used directly in class.The research on teaching Chinese as a second language asks for especial perspective.Error research is one of a kind,embarked from the second language study angle,summing up errors and analyze the reasons.It is intended to provide teaching services.Similarly,this paper starts from the error analysis and focuses on semantic backgrounds and style conditions of common progressive markers by corpus survey and comparative analysis.Then we would discuss that how to apply the findings to second language teaching and comb the teaching ideas.This paper consists of six chapters,its concrete contents are as follows:Introduction to the first chapter is to introduce the reason,object,purpose,significance,theories,methods,problems and research ideas of the study.Then,the literature review is summarized into ascription and research findings of progressive complex sentences.The research findings are divided into ontological study and teaching study.Chapter Two is intended to find errors which are emerged when foreign students use progressive complex sentences.HSK Composition Corpus provides us the example sentences,what is divided into errors of associative markers and that of clause construction.It turns out that lack of knowledge of semantic backgrounds and style condition is part of the error's reasons.So this is starting point to avoid the errors by studying progressive markers' semantic backgrounds and clause construction.Chapter Three separates progressive markers into markers in front clause,markers in back clause and markers both in front and back clause according to syntactic position.Then to analyze and describe the semantic backgrounds of these markers.It turns out that there are seven sorts:global extreme expression like "Budan,Lian-Ye/Dou",transitional progressive like "Budanbu,Faner",extreme case inferencing like"Shangqie",additional instructions like "Erqie",additional reasons like "Kuangqie",early or late expression like "Jiner" and multilayer progressive like "Shenzhi".Furthermore,we concentrate on markers that share the same semantic backgrounds,such as "Hekuang&Kuangqie&Zaishuo" and "Bieshuo&Bushuo&Hekuang".Then we try to find their differences and reasons.Chapter Four is intended to discover progressive markers' style condition by self-built corpus.The corpus consists of common spoken and written language,which helps us to get the priority sequence of progressive markers in spoken and written language.Then we compare their sequences and reach the conclusion of the common progressive markers of spoken and written language.Besides,the overlapping members in two sequences are classified as the common markers,which is used frequently.Chapter Five is about how to apply these findings to Chinese teaching.Based on teaching material's survey,we design the sequence of progressive markers and relative practice.Chapter Six is the conclusion,summarizing the main points and shortcomings of this paper.