Study On Comparative Sentence Oriented Towards Chinese Teaching

Comparison is one of the basic thinking ways of human-beings. The research works and articles on comparative sentence have come out endlessly in recently years. However they failed to satisfy the needs of teaching in the following aspects. One is that theoretical grammars tend to be limited to the study of single sentence, lacking sufficient descriptions between different kinds of comparative sentence. The other is that there isn’t much work of turning theoretical grammars into teaching ones.Teaching grammars and theoretical ones are complementary to each other. Teaching grammars can pose new questions for theoretical ones; And theoretical grammars can also be of great help to teaching ones. Based on the typical errors made by second language learners in their study, we attempts to combine variety of linguistic theories and methods to make in-depth study on relevant questions of comparative sentence from different ways, which mainly include the typology on the word order of comparative sentence, the asymmetry feature of comparative sentence, the quantitative feature of comparative sentence, the negation feature of comparative sentence, and the subjectivity feature of comparative sentence as well.The introduction is mainly about research objective, method, scope and source of materials.Chapter 1 gives a brief summary of research works on study of comparative sentence and its teaching. Then based on the quantitative analysis of errors made by learners when they use "比" structure, we conclude the difficult and focal points for learners, and therefore define the focus of this paper.Chapter 2 discusses the word order of comparative sentence from the perspective of typology. We point out that although the structure "X+J+于+Y" and "X+比+Y+J" originated differently, they both show the principle of time order. The typological difference reflected by position of Bi in structure "X+比+Y+J" lies in its process of grammaticalization. Besides the syntactic comparative sentence, there are lots of non-syntactic comparative sentences in Chinese, which are supplementary in functions of syntactic comparative sentence. Being identical to the cognitive rules of human-beings, the structure "X+比+Y+J" will be much easier to learn and thus more widely used.Chapter 3 aims to the asymmetry problem of comparative sentence. We make a new definition of comparative point and give a summary of substitution rule of "N2的N" structure. We also sort out the basic structural and semantic types of comparative sentence.Chapter 4 discusses the quantitative feature of conclusion item of comparative sentence. The representative specialties of conclusion items are the right difficulty for learners. We make a detailed description, explanation and comparative analysis about different structures working as conclusion items, such as "adj.+多了", "adj.+得+多", "adj.+很多".Chapter 5 talks about the syntactic, semantic and pragmatic characteristics of "不比" sentence, "没有" sentence and "不如" sentence from the point of grammaticalization. We make a definite position of these kinds of sentence in the system of comparative sentence.Chapter 6 argues the subjectivity feature of comparative sentence. The first part works on the position and semantic meaning of modal verbs in comparative sentence; The second part talks about the subjective meaning of directional verb. The third part explains the subjective meaning of such signs as "还", "要", "也" in conclusion items.Chapter 7 is to arrange the order of grammatical items in comparative sentence by reference of current research works. We also observe three textbooks we use in our teaching, analyzing their strong points and weak points respectively. We last put forward our thought about introducing Construction-Chunk method into the teaching of comparative sentence.The conclusion makes a brief summary of the whole thesis, and meanwhile points out the prublems and defects that need improving in this paper.