A Study Of Adjective-Predicate Structure And Related Pedagogy In Chinese As A Foreign Language

Adjective-Predicate Structure is the kind of sentence in which adjectives or adjective phrases act as the predicate.In most cases adjectives do not appear alone in unmarked form as predicate.Based on the previous research,this dissertation analyzed a large amount of linguistic data from native Chinese speakers from the three perspectives of semantics,syntax and pragmatics.The various kinds of sub-classifications of Adjective-Predicate Structure is regarded as different means of Markedness in this paper.According to the quantitative characteristics of adjectives,these marks are mainly divided into three categories:Degree-Qualified mark,Transformation-Express mark,and Character-Evaluate mark consisting of 21 sub-classifications.Based on the means of markedness in Adjective-Predicate Structure,this paper analyzed the order,distribution and proportion of different marks in the Chinese syllabus books and textbooks commonly used in China and overseas.This dissertation did not just pay attention to the grammar sections,but attached importance to all the Adjective-Predicate sentences appearing in texts,language points and exercises.On this basis,the paper selected adjective-predicate sentences according to the classified markedness from 500 thousand words statistical data collected in Interlanguage Corpus of Central China Normal University as the object of this study.Analyzing the correct examples in the corpus,we found that foreign learners have some tendency when using the marks.The study also shows with more vocabularies and sentence structures the learners learned,their performance about using marks would be better.Analyzing the error examples in the corpus,the types of errors were summarized into 2 big categories:mark usage errors and other errors.The mark usage errors were divided into 4 small categories:the mixed use,misused,redundancy and omission of marks.These errors are mainly caused by three factors:mother tongue,target language and learning strategy of the learners.According to the characteristics of the Adjective-Predicate Structure and learners'acquisition,this paper acquiring the acquisition order by the method of relative frequency.This dissertation believes that as a foreign language teacher in the new era,when teaching similar sentence structures as Adjective-Predicate Structure with large sub-classifications and were frequently used in daily communication,teachers should emphasize the key sentences' structure features,meanings and functions,lead the learners to carry out a variety of exercises,to actively absorb and complete their self-corrections about the Adjective-Predicate Structure that are input by the teachers,so as to lead the learners make effective output.The paper also demonstrated the efforts that teachers can make in promoting effective language input and output by illustrating specific examples of teaching design,in-class exercises,and communicative tasks.On the basis of linguistic research and teaching research,the specific teaching suggestions for Adjective-Predicate Structure were proposed.