Teaching Chinese As A Foreign Language Even Call Under Study

Even the predicate sentence is a distinctive sentence patterns in modern Chinese. Thisdistinctive sentence reviews the special Chinese syntax and semantics. During the Chinese bodyteaching and teaching Chinese as a foreign language even the predicate sentence and it’s usefrequency is very high. In this paper, our research is divided into the following fore parts on thebasis of previous studies:The first part is the introduction. This paper introduced mainly the significance of even thepredicate sentence, research ideas, research methods and the data sources.The second part is the ontology research. During this part, firstly we summarize variouskinds of Arguments and disagreements and define the even predicate sentence on the basis of theresearch of ontology. The distinction between the even predicate sentence and compressedsentences, the even predicate sentence and phrase as predicate, the even predicate sentence andthe preposition structure, the even predicate sentence and the statement. We reclassified thestructure and semantic types of the even predicate sentence: The even predicate sentenceincludes verbs and adjectives and both of them have the same function. The even predicatesentence refers to continuous predicate, which is a special pattern sentence in Chinese. Thisspecial sentence has only one subject and there is no related words connected and no speechpause. In this special sentence the two movements do not have the time or logical relationshipand word older cannot be changed. According to the angle of time and the principle of thecombination both form and meaning, we divided the even predicate sentence into threecategories: the typical of the even predicate sentence, atypical the even predicate sentence andthe edge of the even predicate sentence. And from the perspective of teaching Chinese as aforeign language we reclassified even the predicate sentence，and the students in the acquisitionof subject-predicate sentence features are taken into account. This paper was divided into sixcategories: the word of have of even predicate sentence, a word even predicate sentence, by|withof even predicate sentence, to|back of even predicate sentence, the word of go of even predicatesentence, the word of come of even predicate sentence. Finally, from the perspective of cognitivelinguistics we introduce again the even predicate sentence, such as the principle of time iconicity,the boundary of the verb, even the predicate sentence word order syntax and subject-predicatesentence category.We define the order of the even predicate sentence as the order of reality,logicand human’s cognition. The order of the even predicate sentence has grammaticalized. As aresult,the grammar structure of the even predicate sentence is the copy of the concept, logic,cognitive style sequence.The third part is the acquisition of the even predicate sentence. This part mainly include: toanalyze the questionnaires based on the results of the analysis of the students even call errors,which caused by the verb structure and other grammatical components errors classification; As aresult,we summarized the acquisition of the even predicate sentence of foreign students:the wordof have of even predicate sentence>a word even predicate sentence>by|with of even predicatesentence>to|back of even predicate sentence>the word of go of even predicate sentence>theword of come of even predicate sentence.(>the sign of the acquisition of the even predicatesentence)The forth part is mainly that we put forward of various kinds of teaching Suggestions basedon the syllabus,text books and dictionaries.