The Modal Function And Teaching Design Of The Modal Adverb "anyway"

The modal adverb“fanzheng”(??)which is frequently used in daily oral expression,is classified as Level B word in Chinese Proficiency Vocabulary and Chinese Characters Outline,and the primary stage word of a foreign student as specified in the Teaching Syllabus of Chinese for Foreign Students of Higher Educational Institutions.The word“fanzheng”which has strong subjectivity,is also benefit for the speaker to express emotional attitude.So the word“fanzheng”has an important role in both Chinese teaching and the daily communication of learners.However,as indicated from the Chinese interlanguage corpus,the learners are insufficient in the mastery of the structure,semantics and modal functions of the word“fanzheng”,so they may often have problems such as substitution error,sequential error,redundant,ingredient deformity,inappropriate appropriateness and so on when using the word.Therefore,it is particularly important to conduct in-depth research and carry out special teaching practice on the word“fanzheng”.At first,this article starts from the semantic meaning of the word“fanzheng”,identifies the two main semantic relationships of it,namely"causal relationship"and"conditional relationship",and analyzes the modal functions of it in terms of"emphasis","inference","shirking","helplessness","indifference"and"firmness"from the perspective of pragmatics.Second,this article makes statistics and analysis on the errors of the word“fanzheng”based on HSK Dynamic Composition Corpus of the Beijing Language and Culture University,divides the error types of“fanzheng”into seven types,namely,substitution error,addition,inappropriate appropriateness,ingredient deformity,wrong sequence,punctuation error and Chinese character writing error.After analysis,it is found that the reasons for overseas students'errors in the use of the modal adverb“fanzheng”are roughly as follows:negative transfer of target language knowledge,negative transfer of mother tongue knowledge,misleading textbooks and dictionaries,complex modal function of"??",the flexible relationship of“fanzheng”in the sentence and the teaching gaps and careless.At last,the teaching design and teaching practice of the word“fanzheng”are carried out from four dimensions of syntax,semantics,modality and word discrimination in terms of the semantic,modal and error analysis results of“fanzheng”in this paper and referring to previous research results.We have made the pretesting to the learners before the practice in class,thus the result shows that the learners are not familiar with the syntax of the word“fanzheng”,the commonly used semantics are not fully grasped,and the modal function is not fully understood.In terms of usage,it tends to mix up with the words“danshi(??),zongzhi(??),bijing(??),zongsuan(??)”.Therefore,we carry out targeted teaching design and implementation of the word"??".Finally,it is the test of teaching effect,we have found through the post-test that learners have further deepened their understanding of the syntax,semantics and modality of the word“fanzheng”.In the discrimination of related words,most learners can distinguish the word“fanzheng”from the easily confused word“danshi(??),zongzhi(??),bijing(??),zongsuan(??)”,The error rate decreased to 0%,0%,11.11%,33.33%respectively.The teaching practice has achieved initial results.