The Subjective Analysis Of Chinese Adverbs "cai", "jiu" And "du" And Their Ambiguity In Teaching Chinese As A Foreign Language

"Quantity"is a means of human cognition of the world.The quantitative category of the real world is reflected in the field of language,and it becomes the quantity of language.The quantity in the real world is an objective quantity,while the quantity in the field of linguistics has a subjective quantity and an objective quantity.The quantity in the language,which does not contain the subjective evaluation factor of the speaker,is the objective quantity,and the subjective quantity that contains the subjective evaluation factor of the speaker.There are many forms of expression of subjective quantity of language.In addition to sentence stress,tone auxiliary,and addition,there is a more important expression,adverb.In recent years,there have been more and more researches on the subjective quantity of adverbs in the academic circles,especially the three adverbs of "CAI","JIU" and "DOU",but the study of the subjective quantity of these three adverbs focuses on the ontology.Ignore the ambiguity in pragmatics.This paper analyzes the subjective quantity of the adverbs "CAI","JIU"and"DOU" while discussing its ambiguity.Through the investigation of the use of the subjective quantity of these three adverbs,the reasons for the ambiguity in the teaching of Chinese as a foreign language and the method of eliminating ambiguity when the subjective quantity of the adverbs "CAI","JIU" and "DOU" are obtained are explored,so as to achieve the characteristics of the subjective quantity of profound cognitive adverbs in syntactic structure,semantic orientation,pragmatics and better serve Chinese as a foreign language.Achieve better serve the purpose of teaching Chinese as a foreign language.The full text is divided into four parts.The first part is the introduction,which mainly introduces the four aspects of the meaning of the topic,the research status,the research methods and the source of the corpus;The second part mainly discusses the subjective quantity of the adverbs "CAI","JIU" and "DOU"in terms of syntactic structure,semantic orientation and pragmatics:The syntactic structure mainly comes from”time,quantity phrase +'CAI','JIU','DOU','CAI','JIU','DOU' + time,quantity phrase","time,quantity phrase +'CAI','JIU'+ time,quantity phrase" three structural analysis adverbs"CAI","JIU","DOU"subjective quantity;The semantic pointing aspect analyzes the semantic orientations of "CAI","JIU" and "DOU" from the single-quantity and double-quantity formats,and judges their subjective quantity according to semantic orientation;Pragmatic aspects mainly by adding context analysis,judging the subjective quantity of"CAI","JIU" and"DOU".The third part investigates the subjective quantity of the adverbs"CAI","JIU"and"DOU"from the syntactic structure,semantic orientation,and pragmatics to investigate the middle and senior students of the International Han College of Shaan Xi Normal University from different stages and different levels.The results of the analysis of the mother tongue background analysis concluded that:The international students master the "CAI","JIU" and "DOU"effects in terms of syntactic structure,semantic orientation,and context.The effect of judging the subjective quantity through context is more obvious;The situation of the subjective quantity of these three adverbs learned by international students is positively increasing with the time and grade of learning Chinese;The background of the mother tongue influences the students' judgment on the subjective quantity of the adverbs"CAI","JIU" and "DOU".In general,the students whose native language background is Indo-European are better than the students whose mother tongue is Japanese-Korean.The fourth part discusses the ambiguity reasons and disambiguation methods of the subjective quantity of these three adverbs in teaching Chinese as a foreign language:The ambiguity of the subjective quantity of these three adverbs is mainly caused by the unclear semantic point and the lack of context.It can be accented,added adverbs,transformed words,added context.The textbook should highlight the subjective evaluation of the speaker and increase the training and comparison,the teacher should be graded and the mother tongue background professor to eliminate ambiguity.