Study On The Subject Predicate Sentence Acquisition Of Domestic Preparatory Students

The subject-predicate sentence refers to the sentence of the subject-predicate structure as a predicate.It is a very refined and very common sentence in Chinese.The sentence is flexible in usage and numerous in type.However,there are still many problems in the teaching of Chinese as a foreign language in the subject-predicate sentence.There are three reasons for this.First,the academic circles still have great differences on the type division of the subject-predicate sentences.Second,the order of the Chinese-language textbooks and the choice of grammar points are different,which is difficult to unify.Third,the subject-predicate sentences are in Chinese.The uniqueness of learning is difficult.Therefore,domestic primary students often feel very difficult to learn the subject-predicate sentences,and often have various biases,which also leads the learners to avoid learning strategies and ignore the learning of the sentence patterns.At present,the research on subject-predicate sentences mainly focuses on ontology research.The acquisition research mainly focuses on middle-and high-level Chinese learners abroad,and the related teaching research is also very limited.The author finds that there are some differences between the foreign preparatory students in the study of the subject-predicate sentences compared with the foreign learners.Therefore,this thesis combines the previous research and the author’s three-semester teaching practice in the College of International Cultural Exchange of Center China Normal University,and takes the preliminary students of the International Exchange College as the research object,and further studies the acquisition of the subject-predicate sentences of the preparatory students.The content of this article is mainly divided into the following six chapters:The first chapter discusses the reasons for the topic selection,and introduces the research results and existing problems related to the subject-predicate statement.The research scope of this paper is determined.Finally,the theoretical basis and research methods of this paper are introduced.In the second chapter,the author collected 110 valid questionnaires preppy,large tract entitled per unit,the collected data and statistical corpus were quantified and qualitative analysis.It is found that the subject involves the subject-predicate statement of the collar attribute and the subject-predicate statement of the subject,which has a higher correct rate of the student,and involves the subject-predicate statement of the tool,the subject-predicate statement of S’ complex finger S,and the universality.When the subject-predicate statement is used,the accuracy rate of the international students is low.In the third chapter,through the comparison between Chinese and six foreign languages,the differences between Chinese and foreign languages in the subject-predicate sentences are analyzed.Then combined with the questionnaire and teaching practice,the author summarizes the four types of errors that junior students are likely to produce when they learn the subject-predicate sentences:(1)mis-added "的"(2)improper position of adverbs(3)subject,predicate Chaos(4)confusion of word order.According to the existing research results,five reasons for the bias of the primary foreign students in the acquisition of the subject-predicate sentence are summarized:(1)the Chinese study is not comprehensive enough(2)the syllabus is not clearly defined(3)the avoidance strategy(4)the migration of mother tongue(5)textbook.The fourth chapter analyzes the five popular primary Chinese textbooks from the three aspects of texts,explanations and exercises.In combination with the type of bias of international students,six suggestions for the preparation of textbooks are proposed.The fifth chapter,combined with the above research results and the author’s teaching observation,proposes the teaching and acquisition suggestions for the acquisition of the subject-predicate sentences of the preparatory students.The sixth chapter summarizes the conclusions drawn from this study and points out the innovations and shortcomings of this paper.