The Role Of Contrastive Stress And Focus Marker Words In Chinese Sentence Focus Information Perception Of International Students And Their Cognitive Mechanism

This study mainly discusses the role of stress and focus marker words in the perception of Chinese sentence focus information of international students in the absence of context,and explores the cognitive rules of sentence focus information of international students.This study is divided into two experiments,taking foreign students with primary,middle and advanced Chinese proficiency as subjects,and adopting the psycholinguistic experiment that combines visual,auditory and audio-visual skills.1.At the auditory level,stress plays a significant role in the perception of Chinese sentence focus information of international students,but the role is different in different stages.Specifically,in terms of the acquisition position of sentence stress focus information,the VP component at the bottom of the sentence has the best acquisition effect,followed by the adverbial part at the middle,and finally the subject and theme part at the first place.In terms of the acquisition law of stress focus information,the initial stage only has a preliminary perception,and the intermediate stage has a more in-depth perception,the advanced stage of foreign students' acquisition level tends to be complete,the foreign students' perception of stress sentence focus information with the improvement of Chinese level.2.At the visual level,the focus marker words play a significant role in the perception of Chinese sentence focus information of international students,but there are differences in the roles in different stages.Specifically,in terms of the acquisition position of the focus information of the focus marker word,similar to the auditory experiment results,the VP component at the bottom has the best acquisition effect,followed by the adverbial part at the middle,and finally the subject and theme part at the first place.In terms of the focus information acquisition rules of the focus marker words,the initial stage only has a preliminary perception,and the intermediate stage has a more in-depth perception.In the advanced stage,the foreign students' acquisition level tends to be complete,and the foreign students' perception of the focus information of the focus marker words increases with the improvement of Chinese proficiency.Finally,based on the experimental results,some Suggestions on textbook compilation and teaching strategies are put forward.