A Study Of Subject-predicate-predicate Sentences From The Perspective Of International Chinese Education

As a special sentence form in Chinese,Subject-predicate predicate sentence have always attracted much attention from scholars,the classification of this particular sentence has been controversially studied by the academic community.In this paper,on the basis of the previous studies,we reorganize and classify Subject-predicate predicate sentence.On this basis,we examine the distribution of Subject-predicate predicate sentence in the "standard","syllabus" and textbooks,analyze the biases and causes of Chinese learners' acquisition of various types of Subject-predicate predicate sentence,and put forward relevant suggestions.The study is divided into six parts.The introductory part mainly describes the object of this paper,the content of the study,the review of related literature,the significance of the study and the methodology.Chapter 1 mainly reclassifies Subject-predicate predicate sentence.Syntactically,the Subject-predicate predicate sentence are divided into four structural categories,namely???,???,???and???.Semantically,the Subject-predicate predicate sentence are subdivided into thirteen semantic categories based on three dimensions,which are:??????????????????/??????????????????????????????????.Based on this,the syntactic and semantic correspondence of Subject-predicate predicate sentence is investigated.Chapter 2 examines the presentation of Subject-predicate predicate sentence in the "standard","syllabus" and textbooks.This chapter analyzes the presentation of Subject-predicate predicate sentence in the "standard","syllabus" and textbooks in various structural and semantic categories,and reveals the syntactic and semantic correspondence of Subject-predicate predicate sentence in the "standard","syllabus" and textbooks.The chapter reveals the existing problems in the presentation of Subject-predicate predicate sentence in the "standard","syllabus" and textbooks.Chapter 3 analyzes and discusses the causes of the biases in the acquisition of various subject-predicate utterances by Chinese learners.By searching the global corpus of Chinese mediated languages,the errors of Chinese learners in acquiring various types of subject-predicate sentences are described and the causes of the errors are analyzed.Chapter 4 proposes suggestions for the development of Subject-predicate predicate sentence in international Chinese language education.The fourth chapter reflects on the formulation of "standards" and "syllabus",the development of teaching materials,teachers' teaching and students' acquisition,and so on.The concluding section summarizes the research content of this paper systematically and explains the limitations of this paper and the issues that need to be further studied in the future.