A Study On The Application Of Prosodic Grammar Theory In Grammar Teaching Of Chinese As A Foreign Language

As the key link in teaching Chinese as a foreign language,grammar teaching is to ensure that Chinese as a second language learner grasps the foundation of Chinese,but it is also a difficult point in teaching Chinese as a foreign language.With the development of Chinese international education and the expansion of the study of Chinese grammar theory by linguists,more and more scholars are trying to apply the new grammar theory to the teaching of grammar for foreigners.The grammar grammar theory is also among them.In addition,as the study of prosodic grammar deepens,the academic community has become more and more aware of the practicality of prosodic grammar and its explanatory power over Chinese grammatical phenomena.In addition,rhythmic grammar combines the unique theoretical perspectives of speech and grammar with the needs of language teaching.It can be seen that it has a wider scope of application in teaching Chinese as a foreign language.This paper takes Feng Sheng's prosodic grammar system as its main theoretical foundation,and uses the grammar teaching points in the "General Course Outline for International Chinese Teaching" jointly prepared by the Confucius Institute Headquarters and the Hanban as its teaching point.The rhythm and grammar theory applied in the closed domain is applied to foreign countries.Basic Research on Chinese Grammar Teaching.This article is divided into six parts,the specific content is as follows:The first chapter is the introduction part,which mainly includes the significance of the topic,literature review,research methods,sources of corpus,innovation and features of this article,and a general overview of the article.The second,third,fourth and fifth chapters are the main part of the paper.First of all,the construction of the theoretical framework and the point of view are elaborated.Secondly,the teaching points in the "General Course Outline for International Chinese Teaching" are divided into two parts: lexical and syntactic.The two parts of the lexical and syntactic content are reclassified according to content and level,and prosodic grammar concepts,prosodic implicit components,and general stress theory are used to perform detailed prosodic analysis and interpretation of relevant grammar items.Through analysis,it is found that the coverage of grammar teaching points by prosodic grammar is about 57%.Furthermore,the lexical and syntactic parts are based on self-built small-biased corpus,and analyze the prosodic causes of the errors in the corpus,and form statistical statistics of prosodic bias that can be explained using prosodic grammar theory.On the basis of the above theoretical analysis and empirical research,we further explored the interpretive function of prosodic grammar in the teaching of Chinese as a foreign language,and combined the laws of prosodic grammar with the teaching of Chinese as a foreign language.Finally,combining observations in teaching practice and interviews with students,we chose practical directions and rhythm grammar rules,proposed practical teaching suggestions,and detailed analysis of grammar teaching projects: first,rhythm exercises to grasp rhythm;second,right and wrong Contrast and clarify the causes;Third,repeated reading,accumulating linguistic sensibility;Fourth,special case memory,reducing doubts;Fifth,learning rhythm,learning analogy.In order to be able to make full use of the application value of grammar grammar theory,to help Chinese teachers rationally design teaching.In the future,Chinese grammar teaching will effectively use the grammatical grammar theory tools,open up new teaching perspectives,solve difficult problems in the teaching of Chinese as a second language,and guide Chinese as a second language learner to master Chinese more effectively.The conclusion part summarizes the content of this article,and proposes future research ideas for some areas that need to be improved.