Chinese Tone Words And Their Chinese As A Foreign Language Teaching

After a probe into Otto Jesperson's questioning the traditional mood categorization and thereby the cross-category problem that traditional research has failed to find any solution, this article draws a clear-cut conclusion on the multi-dimensional modal system of the Chinese language, i.e. it is a multi-dimensional system that signifies meaning, voice and emotion. A summary is made in terms of forms and inter-relations between Chinese modal expressions, namely forms of characters, patterns and sounds and their interactive connections. Then the author puts forward a clear definition of Chinese mood auxiliary, one of the most important medium of modal expression, and a standard of differentiating them form other word classes, according to which the mood auxiliary are further categorized into bound and autonomous mood auxiliary. Mood auxiliary, other word classes and sounds work together to signify certain mood. In this way the author attempts to integrate the categorization of mood auxiliary and thereby validate the role of them in the whole system of modal expressions.What comes next is an analysis of current teaching of mood auxiliary, including a survey of language acquisition among oversea students and a study of stereotypes and mistakes in teaching Chinese as a foreign language. Correspondent teaching advices are given after an analysis of the syntactic functions of mood auxiliary based on the acquisition of oversea students.The author carries out a study of the current Teaching Program, particularly the part about teaching mood auxiliary, and points out some shortcomings of it. Upon further analysis of teaching objects and materials in the Teaching Program for Teaching Chinese as a Foreign Language and textbooks, she suggests, in light of rules of language acquisition and cognition, teaching mood auxiliary as a system and establishing different teaching objects for students at different stages of learning Chinese. In respect of textbook designing, a strategy featuring"step by step and focusing on key points"should be followed and examples in the textbooks must be typical and developmental. The author sincerely hopes this article could help those who plan to write new comprehensive reading textbooks or textbooks of spoken Chinese and, of course, teachers with their teaching mood auxiliary.