A Study On Lexical-syntax Pedagogical Model

The practice of TCSL contains a large number of prototypes of teaching models, which have some characteristics of models and demonstrative and application values. Therefore, they are worth exploring, developing and sorting. The lexical-syntax pedagogical models are among these prototypes. With considerations of the actualities and existing problems in the grammar teaching of TCSL, the models borrow the findings of lexical research in modern linguistics, and presuppose that the theory of chunks also applies to Chinese. With the characteristics of the Chinese language, chunks in Chinese are even more diversified than in English. Therefore, Li xiaoqi, the initiator of the models considers it theoretically feasible to construct lexical-syntax pedagogical models centering on functions words with attentions to substantives collocations. But they are not incorporated into the practice of TCSL. This study aims at representing the origin, contents, advantages, and disadvantages of lexical-syntax pedagogical model and summing up its positive impact on TCFL as an immature teaching model, with its application to some courses of TCSL.This thesis consists of 6 chapters.Chapter one presents the motivations, significance of this study and the methods and general outline of this thesis.Chapter two elaborates the origin of the lexical-syntax pedagogical model.Chapter three introduces the main contents and theoretical basis of this model.Chapter four analyses the advantages and disadvantages of the lexical-syntax pedagogical model.Chapter five develops the model with its application to medium-level intensive reading courses, reading courses and writing courses.Chapter six sets forth the model's significance to TCFL.