Research On Teaching Chinese As A Foreign Language With Post-Tense Connective Components

Time sequence is very important in Chinese expressions.The time connection component is a typical and commonly used means to express the order of time.The words "yihou","zhihou","houlai" and "ranhou" all contain the common morpheme "post",which is called the post-tense connective component.They are both related and different.It is often difficult for foreign students to distinguish and produce any errors should be taken into account.This paper takes these post-tense connective components as the research object,and the full text is divided into five parts.The introduction part briefly describes the reason and significance of the topic selection,introduces the research status of post-tense connective components,defines the research object and scope,and clarifies the research methods,corpus sources and innovation points.The second part mainly describes "yihou","zhihou","houlai" and "ranhou",and distinguishes them from the semantic,syntactic and discourse levels.In terms of semantics,a comparison is made from two aspects of temporal features and other features(continuity,steps);in terms of syntax,it is discussed from two aspects of syntactic features and syntactic forms;in chapters,it is analyzed in detail from a functional perspective The characteristics of several post-tense connective components in terms of formal cohesion and semantic coherence.The third part is the research focus of this paper.On the basis of the ontology analysis in the previous chapter,using the HSK dynamic composition corpus and the global Chinese interlanguage corpus as sources of error corpus,the usage and bias of these post-tense connectives are investigated.The error situation of each word is summarized,and the reasons for the errors are analyzed,including both subjective and objective aspects.The subjective reasons include the negative transfer of the mother tongue,the generalization of the rules of the target language,the influence of improper learning strategies,and the lack of awareness of discourse cohesion.In one aspect,the objective reasons are the complexity of the target language itself,the impact of insufficient scientific teaching materials,and the insufficient explanation and practice of teachers.In the part of teaching material layout,the two sets of teaching materials HSK Standard Course and Developing Chinese(Writing)with different concepts were investigated in detail,and some problems that need to be solved urgently were found.The fourth part puts forward some teaching suggestions from the three aspects of teacher’s teaching,student’s learning and textbook compilation based on the survey and statistical results and existing problems in the previous article,hoping to provide relevant reference for the teaching and learning of these post-tense connective components,and to help them reduce bias.The conclusion part sorts out the research content of the full text,summarizes the main viewpoints and points out the shortcomings of the research,and proposes the direction of improvement of the article in the future.