The Status Quo And Teaching Strategies Of Progressive Chinese Interpreters In Middle- And High-level English-speaking Foreign Students

The teaching of the function words has always been the difficulty in teaching Chinese as a foreign language,which is different from the explicit grammatical meaning and lexical meaning of the real word itself.The function words can not make detailed and vivid explanations in teaching because of their own characteristics.Progressive conjunctions as a synonym in a large category,both to reflect the characteristics of teaching words,but also with the difficulty of teaching conjunctions.At present,the academic research on progressive conjunctions is mainly based on enriching the connotation of linguistics and improving its teaching methods.The ontology research of progressive conjunctions is more complete,considering its pragmatic and application of the foundation of the relatively small.This paper not only combines the previous research results,but also focuses on pragmatics in the "topic focus","topic context","topic description" of the three main lines.Specifically,this article is to put the progressive conjunctions on the topic of the three main lines,from the hidden in the main line of conversation corpus,this paper attempts to break the progressive conjunction of teaching problems.In the research methods,the author uses the literature,questionnaire survey.The theoretical source of questionnaire analysis is the error analysis in the theory of second language acquisition.The main sources of this paper are selected from the HSK dynamic composition corpus of Beijing Language and Culture University.Secondly,it is a small amount of "modern Chinese dictionary(sixth edition)",Including the author and foreign graduate students exchange content),"modern Chinese(updated fourth edition)" in the sentence.Through the analysis of the questionnaire,the linguistic errors and pragmatic errors of the questionnaires were found,teaching and student self-improvement of these three levels.