The Cognitive Teaching Research Of Planar Quantifiers "Block,Layer,Stretch And Amplitude"

From the perspective of cognitive linguistics,this paper investigates and studies the planar quantifiers “block,layer,Zhang,and amplitude”in the Chinese Proficiency Level Standards for International Chinese Education.Based on the corpus of diachronal evolution and synchronic combination of planar quantifiers,this paper further analyzes the cognitive basis of the collocation of planar quantifiers and nouns,and proposes cognitive teaching strategies of planar quantifiers from the perspective of cognitive teaching.This paper is divided into five chapters,as follows:The first chapter is the introduction,which mainly introduces the significance of topic selection,research purpose and methods,and the structure of the paper.Chapter two,from the perspective of diachronic evolution and synchronic combination,sorts out the diachronic evolution of the planar quantifiers “block,layer,Zhang and amplitude”and summarizes the selection relationship between them and nouns.The third chapter summarizes the cognitive semantic basis of the planar quantifiers “block,layer,stretch and amplitude” from the perspective of cognitive linguistics.Based on the HSK dynamic composition corpus and the global interlanguage corpus,the fourth chapter analyzes the error types of the positive quantifiers “block,layer,stretch and amplitude”,and considers that the error types mainly include writing error,addition error,omission error,collocation error and generation error.The fifth chapter further studies the cognitive teaching strategy of the planar quantifier “block,layer,stretch and amplitude” based on the cognitive semantics and error types of the planar quantifier “block,layer,stretch and amplitude”,and develops the specific teaching design.