The Teaching Design Of Chinese Unfixed Number Phrase Based On Construction Theory

Constructive theory,a narrow sense of understanding is the correspondence of form and meaning,and a broad sense of understanding refers to the matching of form and function,not just simple semantic analysis,but more emphasis on pragmatics,context,and the speaker's cognitive and perceptual capabilities.This paper identifies the generalized construction theory explained by Goldberg and uses it as a theoretical support for research.The role of the construction theory is to allow more interpretations of linguistic phenomena that cannot be explained by the universal grammar rules,and to make the variational format of marginalization in linguistic facts theoretically vested.Unfixed quantifiers as a marginal phenomenon in the language is a structural theory that allows this part of the content to become regular and follow-up.This marginal language format has not been observed by native speakers,but second language learners have The confusion is endless.However,it is rarely involved in teaching Chinese as a foreign language.There is great flexibility in this part of the knowledge.There are few teaching materials that teachers can rely on,and the teaching laws are hard to grasp.However,this comparatively authentic expression is just a feature of Chinese and is more in line with The characteristics of "parataxis" in the Chinese language,from the perspective of the research status,there is little research on the application of the construction theory in teaching Chinese as a foreign language.Through the theory of construction,the unstructured quantifier phrase is integrated into the typical Chinese construction and applied to the teaching of Chinese as a foreign language.The teaching of the grammar format in Chinese quantifiers is explored,and the teaching of Chinese as a second language is reformed.The idea of grammar teaching makes the Chinese grammar teaching focus on the grammatical format variants,and helps the L2 learners master the authentic Chinese language.This dissertation takes the construction theory as the core,introduces the school of construction theory and its basic characteristics,states the theoretical basis of constructional grammar teaching,and discusses the value of construction grammar theory in language teaching.Based on Goldberg's construction theory,this paper classifies unfixed quantifier phrases,analyzes its structural characteristics,and analyzes the unfixed quantifier phrases in Chinese to clarify the construction grammar theory provided for the teaching of unfixed quantifiers.s help.This dissertation uses an unfixed quantifier phrase as the teaching content,and uses the upper class students of the Chita Fourth Middle School in Russia as the teaching object.By combining the Goldberg construction theory with the teaching design and teaching practice,it is proved that the combination of construction grammar and TCFL teaching feasibility.In the evaluation and reflection of the teaching of non-fixed quantifiers in Chinese,it is expounded that the constructive linguistic view and the Chinese undetermined quantifiers are gradually established in the learner's consciousness.It is advocated that textbooks should be supplemented with teaching content that does not contain fixed-level phrases,and teachers should constantly try to innovate teaching of non-fixed voluminous phrases.The current research on the construction grammar theory has appeared in many schools.Many theories have caused widespread resonance in the linguistic world.However,the construction theory is still more of an analysis and description of linguistic phenomena.The future research direction can be more.In combination with second language acquisition and second language teaching,the construction theory has become a complete system and a more powerful structural grammar framework has been established.As a typical construction,an unfixed form phrase is not only an examination of the language itself,but also incorporates the cognitive psychological factors of the person and the social environment factors in which they are placed.This raises new requirements for teaching Chinese as a foreign language.It is also a new challenge for teachers.It is worth more scholars to explore new ideas and new methods in teaching.