Research On Modern Chinese Subject-predicate Sentences For Teaching Chinese As A Foreign Language

Subject-predicate predicate sentence is a kind of unique and common language phenomenon,but did not cause enough attention among scholars in the field of Chinese as a foreign language.In this article,it was regarded as a breakthrough point,which,on the basis of reference for related research,put forward that the subject-predicate predicate sentence was divided into five categories,including possession,subject,object,participation and relation.After examining the teaching materials of Chinese as a foreign language,these four suggestions were put forward,that is,separating the textbooks from both teachers and students,grading writing textbooks,giving pragmatic explanation to textbooks and increasing more exercises topics and their quantity;after of examining the syllabus,it came up with two suggestions,such as increasing grammar points of subject-predicate predicate sentence and introducing pragmatic functions of subject-predicate predicate.Through questionnaire,it also collected the bias sentences by students abroad,summarized as the following types of errors:wrong sequence,wrong adding,excessive subject and sentence mix.According to deep analysis of these four conditions,it was concluded that the causes of this kind of errors by the students abroad were as follow:negative transfer of mother tongue,using learning strategies of avoidance and teaching factors.Finally teaching advice was given from two aspects of classroom teaching and the teaching principle,and it summarized teaching methods of the combination of translation method,situational method and question method,comparative method and the subject method.