Cognitive Analysis And Teaching Design Of Chinese Existential Sentences

Existential sentence is one of the commonly used sentence patterns in Chinese daily communication, is a focus of academic circles study grammar patterns, also is a focus in teaching Chinese as a foreign language, because of its characteristics of itself has combined with a lot of Chinese learners in the native language not corresponding to the pattern, has become a difficult point in teaching existential sentences. Chinese and other languages because of the differences in language environment, cognitive and cultural differences and language differences, when this kind of differences in performance on the order of things, what to express focus positioning to make Chinese teaching of existential sentences, etc all kinds of problems. Right now, the teaching using the formula method and existential sentences be included in the easy to the professor’s teaching content, but a few simple formula does not fully demonstrate unique existential sentences express function, more do not enable him to fully grasp and skillfully use the sentence pattern, appear have mastered several of the most basic sentence patterns. Therefore explore the scientific and effective method of teaching Chinese existential sentence is very necessary.First chapter respectively from Chinese grammar and teaching Chinese as a foreign language similarities and differences between the two aspects of the existential sentences describing induction comparison, find the Chinese as a foreign language teaching difficult point of existential sentences, and then from the Angle of cognitive account of existential sentences, and grasp the cognitive characteristics of existential sentences in Chinese, and comparing with the cognitive rules of English existential sentences, for the Chinese as a foreign language teaching of existential sentences provide strong theoretical basis, fundamentally improve the teaching effect of existential sentences in Chinese.The second chapter of three sets of outline and three sets of teaching materials in the setting of existential sentences, including the classification of existential sentences, and each grammar point of existential sentences order is in line with the cognitive aspects such as sequence. According to the outline and materials of comprehensive analysis, to determine the teaching content of existential sentences of this article.The third chapter, first of all, the students learned Chinese existential sentence errors were analyzed and summarized, to Chinese learners in the use of existential sentences of several common errors made in the interpretation and the analysis of the causes, as reference, combining the cognitive characteristics of existential sentences in the previous chapter analysis determines the teaching method of this paper. Detailed teaching design and practice, the teaching results compared with other same level of learners, for reflection and evaluation.In this paper, the existential sentence and teaching the existential sentences more in-depth and detailed analysis of the related research results for the existential sentence in the second language teaching of the writing of the teaching material, classroom teaching and so on has certain role in promoting.