Research On The Subsequent Time Connecting Component Of Discourse In Teaching Chinese To Speakers Of Other Languages

Time connecting component is not only the focus of Chinese ontology research,but also the focus of teaching Chinese as a second language.And what is more important,the subsequent time connecting component of the time connecting component has a high frequency of use and a high error rate.Therefore,in teaching Chinese as a second language,especially in the writing skill class,the teachers should attach great importance to the teaching of the subsequent time connecting component.On the current research,the research on subsequent time connecting component is still scattered.In particular,the research on the systematic research and error analysis is still rare.In view of this situation,this paper will mainly base on the analysis of teaching Chinese as a second language.Then,through the comparison with the use of the subsequent time connecting component of native speakers,we will comprehensively introduce the use of the subsequent time connecting component of foreign students,the types of errors and the causes of errors.In addition,this paper also investigates the three different syllabus and "experience Chinese writing course" series of teaching materials about the composition of the subsequent time connecting component,and puts forward some targeted suggestions for improvement according to the compilation status.At last,on the basis of the above research,this paper puts forward the corresponding teaching suggestions for the subsequent time connecting component of class teaching.The paper is divided into six parts.The introduction part mainly introduces the significance of the topic,the research status and trend of the subsequent time connecting component,as well as the research description.Among them,the research description part mainly includes the definition of the research object,research objectives,research methods,as well as the source and annotation of the corpus.Part 1: An investigation of the use of the subsequent time connecting component in Chinese native speakers.First of all,through the retrieval and selection of BCC modern Chinese corpus of Beijing Language and Culture University,this chapter collects the corpus of the subsequent time connecting component of native speakers and analyzes the overall use of native speakers;then,according to the collected corpus,it summarizes the location distribution of the subsequent time connecting component in the text;finally,it summarizes the semantic relationship and textfunction of the subsequent time connecting component.Part 2: The investigation of foreign students' acquisition of the subsequent time connecting component.In this part,through the retrieval and selection of HSK dynamic composition corpus,this paper makes statistics on the use of the subsequent time connecting component of foreign students,mainly including the number of use,the correct number and location distribution.Based on these data,this part then makes a brief comparison between the results of statistics and the use of post use connective components of native speakers,and analyzes the differences between native speakers and foreign students.Part 3: A study on the errors of the subsequent time connecting component of foreign students.In order to highlight the errors of foreign students,it is here listed as a separate part.In this part,we mainly introduce the research object of this paper,that is,the error situation of ten subsequent time connecting component.First of all,through the screening and screening of foreign students' corpus,we make statistics of the number and proportion of errors of foreign students' the subsequent time connecting component;then,according to these data,we summarize the types of errors of foreign students' the subsequent time connecting component and the proportion among various types of errors;finally,we analyze and summarize the causes of errors.Part 4: The arrangement and Countermeasures of the subsequent time connecting component in the syllabus and teaching materials.In this part,this paper is mainly from three angles.This paper first selects three different types of syllabus,analyzes the arrangement of the subsequent time connecting component in the syllabus,and puts forward some suggestions for improvement according to the actual situation of the existing syllabus;then,this paper selects a set of textbooks for Chinese writing as a foreign language,namely the series of textbooks of“experience Chinese writing course”,and analyzes the subsequent time connecting component in the textbooks according to the three levels of primary,middle and senior.Finally,in the class teaching,the text has put forward some suggestions on the teaching of the subsequent time connecting component.The conclusion part mainly combs the research content of this paper,summarizes the research significance of this paper,and puts forward the shortcomings of the research.