Research On The Application Of Non-Responsible Objects In Teaching Chinese As A Foreign Language

When we encounter the problem of verb-matching in the process of teaching Chinese as a foreign language,we will explain to the students that the subject is the executor of the action,and the object is the bearer of the action.But in fact,the linguistic relationship is not just a relationship between acting and accepting.In Mandarin,there are still many non-accepted objects.How to make students understand these non-accepted objects is especially important.This research will synthesize and analyze the existing research on non-affected verb-object collocation.Based on the integration of conceptual theory and meta-mechanism theory,this paper summarizes the most suitable object for Teaching Chinese as a second language.Type classification,and give corresponding teaching suggestions for these classifications,and finally design a relatively complete teaching design for reference,I believe that it is helpful for the teaching of Chinese as a foreign language.This article is divided into six chapters.The first chapter is the introduction part,including the reasons for choosing the topic,the research background,the research purpose and the research significance.The second chapter is the literature review,from the ontology research of non-receiving objects to the study of non-recipient objects in Chinese teaching,the formation mechanism of non-recipient objects,the classification of non-recipient objects,and ontology.And sort out the previous research on the study of teaching Chinese as foreign language and acquisition in non-receiving objects.The third chapter is the theoretical basis.The concept integration theory and the metonymy metaphor theory involved in this article are introduced separately,and the preparation for the comprehensive application of the two theories in the post-document is prepared.The fourth chapter discusses the cognitive mechanism of non-accepted verb-object collocation under the concept integration theory.This makes us combine the theory with the non-reaction verb-objectives on the ontology,which provides a theory for us to understand the non-affected verb-object collocation.The foundation also provides a way of thinking for subsequent teaching.The fifth chapter is about different types of non-subjected objects and their teaching of Chinese as a foreign language.Based on the research of Wei Hong and the actual situation of teaching Chinese as a foreign language,the non-subject objects are divided into 11 categories,and they are analyzed separately and given corresponding Teaching sugge stions.The sixth chapter takes the teaching of the target object as an example.Based on the text of the target object in Chinese Listening,Speaking and Written,the teaching design of the target object is carried out.The seventh chapter is a summary,which integrates several viewpoints in the article,analyzes the advantages and disadvantages of the article,and proposes a prospect for the future.