Research On The Arrangement Of Causal Conjunctions In Teaching Chinese As A Foreign Language

Conjunction belongs to function words,it is used to connect words,phrases and sentences.There are many different kinds of conjunctions in Chinese,from junior to senior learning,conjunctions are involved.The using frequency of explanatory causal conjunction is very high in Chinese teaching,and students are easy to make mistakes.The current textbooks for teaching Chinese as a second language all have the arrangement of explanatory causal conjunction,but they are different in contents and methods.In order to understand the arrangement in different textbooks,and in order to know the situation that foreign students are in explanatory causal conjunction,this paper firstly inspected the arrangement of three outlines and two textbooks,secondly investigated the students in Yangzhou university and the students in Thailand Udonpichairak school,trying to discover the problems that foreign students appear in the process of explanatory causal conjunction,then thirdly collected and collated the results.By statistical analysis,we finally try to find the solutions to reduce the faults in explanatory casual conjunction from the arrangement of textbooks.The whole paper is divided into five parts:The first part is an introduction,mainly introduced the reason to select the topic,the research significance of this paper as well as the related research results in recent years,and expound the corpus sources and research methods of this article.The second part is the first chapter,mainly inspected the content of explanatory casual conjunction in main current outlines and two textbooks named Development of Chinese and The road to success,then compared the result of the study,pointing out the differences and similarities between two books,and finally compared them with the requirements of the outlines.The third part is the second chapter,first of all,it investigated the senior students in Yangzhou university and the Thailand students in Udonpichairak school,then in according to the results of their answers,we classified their errors into the wrong sequences,alternation and inducement,finally we discussed the causes of these errors.The forth part is the third chapter,we aimed at the problems existing in the syllabus,teaching materials and the study acquisition of the students' explanatory causal conjunctions.We mainly inspected three aspect:text,notes and exercises,and we made a teaching design in stages based on the theories of Krashen's comprehensible input to teach Chinese verbal quantifiers step by step according to the students' Chinese level.The fifth part is the conclusion of this paper,it mainly made a overall conclusion of the article,and points out the room for further improvement.