Study On The Structure Of “X Bi Y Dou W” And Teaching Chinese As A Foreign Language

The “bi” sentence is a key sentence pattern in teaching Chinese as a second language. It is commonly used in daily communication. The “bi” sentence has a variety of forms. There are general comparison and superlative comparisons, two types in Semantics, and flexible position in syntactic structure. In recent years, the use of “bi” and the adverb sentence gradually became a serious concern as this kind of structure often contains rich semantic information. Correct understanding and mastering the language expression are higher requirements that are put forward for Chinese learners. This paper mainly summarizes and induces “X bi Y dou W” structure, through a contrast research wherein similar structures of the Chinese learners’ effective teaching strategies are put forward. The full text is divided into five chapters.The first chapter is introduction. This chapter introduces the selected topic background and research significance. It sums up the research results of “bi”, adverb “dou”, “hai”, “geng”. This paper introduces the structure type grammar theory, the basic theory of cognitive linguistics theory, etc. Secondly, we show the research object, research method, expect the sources and the use of symbols.The second chapter is “X bi Y dou W” the structure of the research. First of all, it defines the research scope, eliminates several forms of different specific research object. Secondly it summarizes the benchmark “Y” and the comparative conclusion “W”. In accordance with the thought and the subjectivity of cognitive linguistics theory, this paper introduces the deformation textures which has the same constructional meaning. This chapter is also the syntactic function of “X bi Y dou W”. Based on the corpus collection and data analysis, it summarizes the structure with a common syntactic function in the sentence.The third chapter is the pragmatic analysis of “X bi Y dou W”. This chapter mainly analyzes the emotional color, phonetic change, stylistic point of view, using the mode of grammar, cognitive linguistics theory, language communication principles, summed up the structure of the law of emotional expression.The forth chapter is the teaching countermeasures of “X bi Y dou W”. Through the HSK dynamic corpus and collected in previous teaching, it summarizes the language learners’ common errors in the sentence, after discovering the reason it puts forward effective teaching countermeasures.The fifth chapter is the conclusion. A summary of the writing lessons learned and experienced is put forward for further reflection.