Analysis Of Teaching Problems Related To Causative Structure

In Chinese dialogues,the use of "causative structure" to express causative meaning is a common linguistic phenomenon,which is frequently used.However,at this stage,the "causative structure" has not been paid enough attention in the various Chinese syllabus and curriculum textbooks for foreign students studying.Therefore,starting from this point of view,this paper analyses and studies the Chinese syllabus and textbooks related to the "causative structure",and combines with the errors of the real corpus of foreign students,aiming at finding out the unreasonable aspects of the syllabus setting or the compilation of textbooks,and then puts forward a series of feasible suggestions accordingly.This paper is divided into four parts,using research methods: literature research and comparative analysis.The first part is the introduction.By introducing the origin,theory,practical significance of the whole paper and listing the previous scholars' research on causative structure,the author clarifies the inspiration source and application value of this paper.The second part is the second chapter.In the second chapter,the author combines the previous research results to analyze and study the errors in the collected BCC corpus and the example sentences in the ?New Chinese Proficiency Outline?.Finally,it shows the author's own view and defines the definition and structure of "causative structure".It is concluded that "causative structure" is a special and typical concurrent sentence with concurrent language and other relevant conclusions,which means that a person or something has changed its state or action.The third part is the third and fourth chapters.In these two chapters,the author lists the contents of different syllabuses and textbooks related to "causative structure" in tabular form,compares and analyses the setting of "causative structure" in different syllabuses and the presentation of "causative structure" in textbooks,and points out the problems existing in the syllabuses and textbooks,such as unreasonable grade setting,ambiguous classification setting of language points,unscientific compiling sequence and incomplete explanation of knowledge points.Compared with other easy-to-mix sentences or prepositions,lack of explanations and single assignment of exercises,etc.The fourth part is the fifth chapter.In the last chapter,the author puts forward some valid suggestions and countermeasures for the problems mentioned in the previous chapters for reference.It is hoped that it will play a positive role in the future design and compilation of the Chinese syllabus and textbooks.