The Structure Of “chúle(??)X,Y” And Its Teaching In Teaching Chinese As A Foreign Language

It is important for international students to grasp how to utilize "chúle X,Y" which is frequently used in modern Chinese. The degree syllabus published by Confucius Institute Headquarters Office also includes usage of this sentence pattern. However, we find most international students can not use it adequately in the process of second language acquisition. And there is a lack of study material in existence which could meet the teaching requirements. Therefore, based on Error Analysis and previous experience, we focus on how to teach "chúle X,Y" in Teaching Chinese as a Foreign Language. Our aim is to improve teaching methods and raise teaching quality about this structure. This paper is divided into five parts:Section One: Introduction. Through carefully study on research status, we find that existing research mainly focused on Chinese ontology especially on the semantic relations of this sentence pattern. On the contrary, there is a little effort devoted to whether overseas students have understood its usage or not. So, we intend to explore the mistake they have made in HSK dynamic Composition Corpus and gather statistics of these errors' pattern and then analyze reasons. With all of above steps, we can put forward corresponding suggestions of teaching.Section Two: A detailed discussion of "chúle X,Y" was provided. According to the different composition behind "chúle", this structure was divide into five types: chúle SP? y?wài?,N₁+V+N₂;?N₁?chúle VP?y?wài?,?N₁?+V₂+N₂;chúle NP,N₂+V₁+N₃;?N₂?chúle NP?y?wài?,?N₂?+V+N₃;?N₁?chúle PP+VP,?N₁?+PP₂+V₂+N₂?Section Three: We summarize four semantic relations?i.e., elimination, addition, selection and equivalence? from the syntactic expression of " chúle X,Y".Section Four: Through HSK dynamic Composition Corpus, characteristics and regular of the misuse of " chúle X,Y" in international students are found. Then, we Summarized the mistakes they used to make into omission error, substitution error, sequential error and addition error. A detailed analysis of the cause of these errors are given, they are Native Language Negative Transfer, Target Language Negative Transfer, Communication Strategies and Influence of Environment.Section Five: Teachers' teaching strategy is proposed based on the analysis in the first few sections. We suggest that a grade teaching of this sentence is essential, and giving out scientific practice is also necessary for consolidating the achievements of teaching.