Study On The Construction Coercion Of "Verb+Non-core Argumentative Object" Construction In Intermediate Chinese Teaching

Verb-object structure is one of the most common grammatical structures in Chinese learners’ classroom and daily life,and it is also the basic grammatical knowledge that must be mastered.However,influenced by the principle of language economy,some "irregularities" in the category of prototype structure may occur in the actual use of language,which are mostly reflected in the mismatches between form and content.The construction of "verb + non-core argumentative object" is the product of such mismatches,which also causes problems for teachers and learners in their own teaching and learning.Therefore,it is of practical significance to study the related teaching contents of this construction.Through research analysis mode that "verb + non-core argument object" structure type is the main form of "intransitive verb/transitive verb + non-core argument object",the main structure of compacting process as argument structure and argument role attribute their capacities on migration,and in the process of suppression,allowing and replace components should meet certain requirements.Compared with the general verb-object construction,this construction highlights the economic principle of language.Due to the fact that the content is not synchronized with the changing rhythm of sociolinguistic phenomena,the content involved fails to reflect the concept of construction.Therefore,there are some problems in the construction of current teaching materials,such as the lack of relevant explanatory notes,limited scope and obvious homogeneity,and the overall high degree of construction.Due to the lack of relevant curriculum training,relying on traditional system teaching materials,there are weak links of theoretical knowledge,blank knowledge of selected teaching materials,and lack of accuracy and depth in teaching and answering questions.For learners,due to teachers’ lack of flexibility in teaching language and difficulty in interpreting teaching examples,learners are unable to accept teaching content in their own cognitive level of grammar and have certain difficulties in grammar learning.There are problems such as the degree of mastering high-level constructions is not as good as that of mastering low levels,and the degree of mastering component replacement is not as good as component access.In view of the above problems,it is suggested to optimize the arrangement of textbook construction by clarifying the general teaching content and construction content,presenting the phenomenon of teaching construction systematically,supplementing construction knowledge in the context of social life and culture.By adding constructional knowledge modules to language courses of Chinese teaching majors and organizing training and academic lectures on constructional theory,teachers’ constructional cognition can be improved.In order to improve the classroom construction teaching for intermediate Chinese learners,we should pay more attention to explanation,verb meaning and object meaning,improve teachers’ construction teaching ability,and combine learners’ practical cognition of grammar with theoretical knowledge with teaching practice.Based on the above research,this paper aims to provide case reference for the classroom teaching of "verb + non-core argumentative object" construction,and to provide a cognitive perspective for the teaching of construction grammar in TCSL classroom teaching.