A Study On The Teaching Of Listening And Speaking In Chinese As A Foreign Language On The Stress-sensitive Polysemy Adverbs "ke" And "but"

In modern Chinese,some polysemous adverbs whose meaning is related to stress is a difficult point in Chinese L2 listening and speaking teaching.This phenomenon has received less attention from researchers.This paper intends to take"ke(?)""keshi(??)"as an example to discuss the teaching strategies of stress-sensitive polysemous adverbs in Chinese as a foreign language.The main body of this paper is divided into three parts.The first part describes"ke(?)""keshi(??)"in terms of the relationship between the stress position and the apparent meaning,and discusses whether the stress is expressed in itself,and draws the corresponding conclusion:when the stress is in"ke(?)"itself,it means"deep emphasis"and"finally"meaning,when the stress is not in it,that means"emphasis contrast","emphasis"and"reminder,warning";when the stress is in"keshi(??)"itself,it means"finally"meaning,when the stress is not"keshi(??)",it means"emphasis contrast","emphasis"and"reminder,warning"function.This part also makes a comparative analysis of"ke(?)""keshi(??)"to describe its similarities and differences:when the stress is in the"ke(?)""keshi(??)"itself,both have the meaning of expressing"finally",which can be exchanged to some extent.But there will be a distinction between tone and intensity.When the stress is before"ke(?)""keshi(??)",it has the meaning of"emphasizing contrast",which can be exchanged to some extent.When the stress is after"ke(?)""keshi(??)",both have the meaning of expressing"emphasis degree"and"reminding and warning",which can be exchanged to some extent,but when the effect of"ke(?)"is"emphasizing the sincerity of emotion",It can not be exchanged with"keshi(??)".When the stress is expressed in"ke(?)"itself,"the degree of emphasis is deep",can only use"ke(?)".The second part carries on the teaching design of"ke(?)""keshi(??)"from the aspect of listening comprehension in the comprehensive class.In the course of teaching,the Chinese learners need to grasp the meaning of"deep emphasis"and the meaning of"ke(?)""keshi(??)"in the middle and advanced stages according to the degree of difficulty and common use.The teaching goal is designed to make the learners achieve the corresponding goal in their stage.Based on the above,carry on the concrete teaching design.This part of the teaching design aims to enable learners to understand the meaning of"ke(?)""keshi(??)"with different stress positions.The third part carries on the teaching design of"ke(?)""keshi(??)"from the aspect of oral expression in comprehensive class.From the perspective of oral expression,we should analyze the teaching contents and arrange the teaching objects:in the later stage of the primary stage,we need to teach the"emphasis degree"of stress"ke(?)";in the middle and stage,we should first teach the expression"finally"meaning of stress after"ke(?)""keshi(??)";secondly,we should teach the"emphasis contrast"before"ke(?)""keshi(??)";then we should teach the"emphasis degree"of stress after"ke(?)";finally,we should teach the stress"warning"after"ke(?)""keshi(??)"function.From the oral point of view,we can set the stage goal:we can reflect the expression effect of the stress position when we hear"ke(?)""keshi(??)",and then judge the meaning of the expression accurately according to what we have learned.In order to carry out specific teaching design.This part of the teaching design aims to enable learners to choose accurate expressions when it comes to oral expression.