Study On Teaching Chinese As A Foreign Language About Dynamic Existential Sentences To Speakers Of English

Taking dynamic existential sentences as the research object,guided by the theories of cognitive linguistics and language typology,this paper makes a comparison between Chinese and English dynamic existential sentences,analyzes the errors and their causes in learning dynamic existential sentences by students with English as their mother tongue,and puts forward some suggestions on teaching Chinese as a foreign language.This paper makes a distinction between dynamic existential sentences and static existential sentences,points out why some sentences are “fake existential sentence”,reorganizes the classification of existential/presential sentences,and clears the status of dynamic existential sentences in E/P sentences.This paper also gives explains on the differences and similarities between Chinese and English dynamic existential sentences,and holds the attitude that the fundamental reason of students’ errors such as missing components and errors in word order is that they do not master the coding rules of Chinese dynamic existential sentences.More proportion of dynamic existential sentences should be added in the syllabus and teaching materials of TCFL.Teachers should detailed illustrate the knowledge involved in dynamic existential sentences,and highlight the characteristics of sentence patterns teaching,so as to improve the teaching effect.