Connotative Comparative Construction In Modern Chinese And Teaching Chinese As A Foreign Language

Comparative sentences consist of not only dominant comparative sentences withcomparative item, but also recessive comparative sentences, in which the object andcomparative items are invisible. According to connotative comparative constructionappearing in Modern corpus of Peking University, HSK dynamic composition corpus,and textbooks, this paper summarizes the typical types of connotative comparativeconstruction. Based on the interlanguage theory and cognitive linguistics, the paper takesanalysis of its semantic and cognitive characteristics. At the same time, summarizes thetypes of errors that the oversea students probably make when they use connotativecomparative construction, explore the reasons, and put forward some related Suggestionsfor better teaching.This paper consists of six parts. First chapter is introduction, which mainly presentsthe current status of comparative sentences and connotative comparative construction，states the research innovations, research methods and theoretical basis.chapter two analyzes the structures of connotative comparative construction:" X·Axie "type,"X geng A " type," yue X yueY" type,"yi X·A guo yi X" type four structuraltypes.The third chapter takes analysis of the semantic features of connotative comparativeconstruction. Discusses the semantic features of four structure types, analyzes thepragmatic constraints of each structure type, and classifies the semantics.The fourth chapter analyzes the cognitive features of connotative comparativeconstruction, including cognitive image and scanning mode. The foreground andobservation points are hidden in connotative comparative construction. There are mainlytwo canning modes: comprehensive scanning and sequential scans. Fifth chapter presents the error that the oversea students usually make:" X·A xie "type,"X geng A " type have more errors in "bi" comparative construction;"yue lai yueY"has five types of errors. These errors mainly caused by negative transfer of motherlanguages, negative transfer of target languages, and objective environmental impact.Chapter six puts forward some suggestions for the teachers, interms of the errors. Inaddition to the linguistic knowledge, teachers still need to be targeted to teach; emphasisthe integrity of the sentence structure, meanwhile, pay attention to use the contextteaching method; try to illustrate the semantic characteristics in teaching.Finally, summarize the key points of the paper, put forward the deficiencies and thefuture direction.