Research On The Teaching Of Continuous Verb Sentences Based On The Theory Of "Construction-Chunk"

The successive verb sentence is a kind of subordinate sentence pattern of the successive verb sentence,which is an important language point in the teaching of Chinese as a foreign language.There are not many ontological studies on the successive verb sentences,and the application of the successive verb sentences in TCFL is even less,but there are many errors among learners.Therefore,it should be an important and difficult point in TCFL.Construction-chunk theory is a new theory in recent years.This paper attempts to apply the theory of "construction-chunk" to the classroom teaching of successive verb sentences,verify the feasibility of "construction-chunk" theory through teaching experiments,and try to provide a new way of thinking for the classroom teaching of successive verb sentences.Firstly,this paper investigates the existing research status of successive verb sentences and Chinese as a foreign language,and combs the previous research results.It is found that this kind of research is carried out under the category of successive verb sentences.There are few separate studies on subordinate sentences.Scholars and teachers have not paid enough attention to the errors of students' successive verb sentences;Secondly,this paper makes an analysis of the errors made by foreign students in the HSK Dynamic Composition Corpus of Beijing Language University and the Information Corpus of Errors in Chinese Interlanguage of Nanjing Normal University,focusing on the causes of the errors,which mainly include four aspects: interlingual factors(negative transfer of mother tongue and other learned languages),negative transfer of target language knowledge,learning strategies,communicative strategies and teachers' teaching strategies;Thirdly,through the analysis of students' errors,in order to improve the existing teaching of relay-verb sentences,this paper reanalyzed the relay-verb sentences from the perspective of "construction-chunk" theory,and classifies them into two subordinateconstructions: the relay-verb constructions expressing "direction-purpose" and the relay-verb constructions expressing "action-purpose".Finally,according to the teaching design,the writer made a teaching experiment at of the University of science and technology of China,and the results were demonstrated by means of statistics,questionnaires and focus group discussions.The results show that the construction-chunk theory is more suitable for the teaching of successive verb sentences,and it has strong operability.