Teaching Analysis For The Pivotal Sentences Which Are Based On The Construction Chunk Theory

As we all know, Pivotal Sentences is one kind of very important special sentence in the modern Chinese.It is also a difficulty on Chinese grammar teaching. At present,ontology research about the Pivotal Sentences already obtains abundantachievement, but the amount about specific research for the Pivotal Sentences teaching had only a small numbers in the past, almost all the traditional teaching way for Pivotal Sentences followed “subject-predicate-object” and “agent-action- recepient”. The traditional teaching way is limited, which has enlarged the numble of mistakes foreigners have made when theyuse this way to learn Chinese. The traditional teaching way’s insufficient give us a huge gap to explore to supply the traditional teaching way.At the same time, “construction-chunk of language”analytical method and pedagogical give us a new research approach.Basic on the “construction-chunk of language” teaching straterge, this paper investigated four current outlines and material New Practical Chinese Reader, also analyzed current common pedagogical for the Pivotal Sentences. The Author research collected some overseas students’ compositions. Almost all cases for my research overseas students made same mistakes in their composition of the double-objects sentence. This thesis classified those errors in my thesis, the error types included: generalize, avoid, omit, misuse, disordering, add words and so on, furthermore, the author also found out some other reasons why overseas students always make mistakes for Pivotal Sentences, for example interlingual interference.Learning Strategy.Communication strategy interference and factor of teaching. Base on those research results, the author propose a new teaching way, compared with the traditional teaching way, the new teaching way will be easier for foreigners whose mother language is not Chinese to learn Chinese. Meanwhile, in view of “construction-chunk of language” pedagogies’ teaching experiment, the experiment proved that the “construction-chunk of language” pedagogies are better than traditional grammar pedagogies. The thesis gives us a new method for teaching Chinese as a foreigner language, at the same time, the author focus on expand a range of application for the new theory in grammar teaching that teaching Chinese as a foreigner language.