An Investigation Into The Teaching Of Vague Quantifiers In Teaching Chinese As A Foreign Language

Language ambiguity,a very common phenomenon in Chinese language,is a tough point for international students to learn.Among these ambiguous phenomena,vague quantifiers are both typical and often misleading in teaching Chinese as a foreign language.Therefore,vague quantifiers are studied in this thesis.Based on the ontological researches that focus on vagueness,the author has conducted a detailed survey on the current status of teaching and learning on vague quantifiers in teaching Chinese as a foreign language.Under the analysis of the problems in teaching and the errors made by foreign students,the thesis proposes a feasible strategy in order to improve teaching efficiency.This thesis contains five chapters.In the first chapter,the author introduces the research motivation,methodology,theoretical foundations,and literature reviews of vague quantifiers.The second chapter mainly deals with the ontological concept concerning the definition,classification,functions and forms of vague quantifiers.In the third chapter,surveys and interviews on the current teaching status of vague quantifiers are conducted in several ways.In Chapter Four,according to the above-mentioned investigations,the author proposes three feasible teaching strategies and their ways to implement.In the last chapter,the main conclusions of the paper are drawn.The thesis is founded on the theories of cognitive linguistics and those of constructivism and such methods as statistics,questionnaire,interview and observation is adopted,and finally the feasible teaching strategies and advice are proposed in the thesis.