The Cognitive Exploration Of Teaching Chinese Existential Construction For Native English-speaking Students

Chinese existential construction is one of the most frequently used sentence in the usualcommunication. It is one of the hottest sentence patterns discussed by scholars, and it is alsothe focus of TCFL. In order to achieve a good teaching effect, we need to use the newlinguistic knowledge and a better teaching method to research on existential construction andteaching existential construction. Because of the differences in language environment,cognitive and cultural, native Chinese-speaking and English-speaking have differences inexpression, which display the order of observing things and the focus of expression. Thesedifferences will make the existential construction teaching for native English-speaking meetkinds of problem. The difference of cognitive structure is the central point of contradictionand the important problem that needs to be solved. Existential construction in TCFL isdefined by form and significance. The characteristic of Chinese existential constructionmanifested the perspectives of structure, semantics and pragmatics. The analysis of existentialconstruction grammar is based on the syllabus grammar, examine outline and textbook, andthe corpora source is from textbook, too. There are two differences between Chineseexistential construction and English existential construction, which is the perspectives ofstructure and cognitive. We find that the universality of Chinese and English existentialconstruction is more than the individuality of that in the syntax structure. In the respects ofcognitive, it has distinctions in entirety, section and space arrangement and the other aspectsconcerned with cognitive thinking model. The difficulty and the key point of existentialconstruction teaching is Chinese word order, marked existential construction and abstractexistential construction because of the differences of Chinese and English existentialconstruction. The figure-ground theory, image and image schema theory in cognitivelinguistic can help us to recognize the cognitive distinction of Chinese and English existentialconstruction. Under the basis of this, we can set up the teaching model of Chinese and Englishexistential construction, and summarize the teaching method and countermeasure ofexistential construction in teaching Chinese as a foreign language...