A Study On The Teaching Of Resultative Complement In Chinese As A Foreign Language Based On Cognitive Linguistics

The resultative completeness of modern Chinese speech complements is difficult for Chinese as a foreign language because of its uniqueness and complexity.Therefore,the study of the results of complement,especially from the perspective of teaching Chinese as a foreign language,with the theory and practice of the dual significance.The existing research focuses on the grammatical structure and the level of semantic description,and can not help students understand the meaning and application of the resultative complement.We believe that the simple description of grammatical structure is not enough,but also on the basis of this from the cognitive point of view,to explore the hidden human cognitive structure of the universal law behind the resultative complement.On the basis of the study of resultative complement,this paper will use the novel cognitive linguistic theory to systematically analyze the Chinese result complement,and adopt the new grammar such as iconicity,categorization,metaphor,image schema and structure Theory,from the cognitive point of view to explain the semantic situation of the Chinese result complement,the combination of the objectivity of language and the subjectivity of human cognition,another way to explain the semantic connotation and grammatical characteristics of Chinese verbs from the cognitive point of language On this basis,put forward some suggestions on the practice of teaching Chinese as a foreign language.