Research On "Hai You" And Its Teaching Strategy

In the syntactic structure of modern Chinese,"hai you ₁"is an adverbial phrase,which consists of the adverb"?"+the verb"?",and serves as a predicate in the sentence."Hai you ₂"is a conjunction,and the position in the sentence is more flexible.It connects the parallel phrases or clauses,and jointly makes the subject,object or attribute in the sentence."Hai you ₃"is a discourse markup,which does not express truth-value semantics,and can be followed by a comma to become an independent component,without taking on the sentence component,and connecting sentences or sentence groups.There are three forms of"hai you"on the synchronic level of modern Chinese,but"hai you"is not included in the domestic Chinese dictionary.In the teaching of Chinese to Korean students,the author found that the Korean local dictionary"Korean Chinese-Korean Dictionary"defines"hai you"as a conjunction.The frequency of Korean students'use of the three types of"hai you ₂"?hai you ₃?hai you ₁.The same is true of the error rate.In response to this phenomenon,this article studies the ontology of"hai you"from the perspectives of grammatical features,semantic relations of front and back items,and textual function.Taking Korean students'errors about"hai you"as an example,this paper analyzes"hai you"The types of errors that exist and the reasons for the errors thus suggest teaching strategies.This article is divided into five chapters.The first chapter is an introduction.This chapter mainly explains the basis and significance of the research on"Hai you",the research status of"Hai you",corpus sources and research methods.The second chapter is the grammatical function of"hai you".This chapter mainly discusses three parts.The first part is the syntactic features of the partial phrase"hai you ₁".The syntactic features of"hai you ₁"are explained by classifying the position where"hai you ₁"appears in the syntax.The second part is the determination and syntactic features of the conjunction attribute of the conjunction"hai you ₂"."hai you₂"assumes the function of conjunction in the sentence,connecting the parallel phrases and clauses.The third part is the judgment of the discourse markup of"hai you ₃"and the description analysis of the syntactic features of the discourse markup of"hai you₃".For flexibility and independence,you can add a comma after"hai you₃"when connecting sentence groups.The third chapter is the semantic relationship between the items before and after"hai you ₂".Based on the BBC corpus,collect the corpus containing"hai you"in modern and contemporary literary works,analyze the semantic relationship between the"hai you₂"sentences,and conclude that"hai you"has three relationships,namely:parallel relationship,Progressive relationship and additional supplementary relationship.In addition,specific examples are used to describe and analyze the three relationships.The semantic relationship between the items before and after"hai you₂"is closely related to the semantic of"hai you ₁"Semantic relationship.Although"hai you ₃"does not express the logical semantic relationship,it expresses the subjective emotions of the speaker and the writer in the text.The fourth chapter is about the chapter function of"hai you₃".Analyze the corpus of"hai you₃"from the perspective of the structure of the text.The research concludes that the text function of"hai you₃"includes transforming topics,supplementing topics,delaying functions,emphasizing highlights,retrieving topics,advancing topics and connecting topics and many more.The fifth chapter is the analysis of the errors of"Hai you"and teaching strategies.In this chapter,we take Korean native speakers as an example,search the HSK dynamic composition corpus to retrieve the"hai you"bias corpus that appears in Korean students'composition,and analyze and summarize the types of"hai you"bias.Misuse of other conjunctions,the error of"hai you ₃",the redundancy of"hai you".Aiming at the types of"hai you"errors that exist in Korean native speakers,a comprehensive analysis from multiple angles may produce internal and external causes of errors,mainly including negative transfer of target language knowledge,negative transfer of mother tongue,learners'evasive psychology,and textbook dictionaries.The impact of writing and learning software,etc.According to the bias study of"hai you"and the ontology research of"hai you",it is proposed from the teaching perspective that"hai you"can be used in the teaching of Chinese as a foreign language,comparative analysis and teaching methods,and set up targeted situational after-school exercises and Establish teaching strategies such as positive learning motivation and psychological cues.