A Study Of The “Fei X Bu Ke” Structure Of Modern Chinese And Teaching Chinese As A Foreign Language Design

In the first chapter of this paper,the reasons for choosing the topic are explained in detail,and the theory of construction grammar and "post-method" teaching is summarized.The source of the corpus used in this paper and the symbols are also briefly explained.The second chapter of this paper mainly from the aspects of structure analysis,format evolution,construction perspective,and other aspects of the "must not" ontology research review.In the research review of structural analysis,the author mainly expounds the law of variable "X" and "impossibility" looming.The third and fourth chapters of this paper mainly investigate the research status of the construction "must not X" from the aspects of the teaching syllabus of Chinese as a foreign language,teaching materials for Chinese as a foreign language,and the errors caused by the construction "Fei X Bu Ke".Through investigation,it is found that the teaching syllabus for Chinese as a foreign language,the selected teaching materials and reference books for Chinese as a foreign language all present the explanation of "must not",but the explanation is too simple,the meaning is not comprehensive enough,and there is no corresponding intensive exercise.It is difficult for students to learn a lot of help.By searching the Beijing language and culture university HSK dynamic composition corpus,the author obtained a total of 78 cases of biased corpus.According to Mr.Lu Jianji’s definition of the types of errors,the author classifies the 78 error cases into three categories: omission error,misuse error and wrong order error.Then,based on the theory of bias analysis,the author analyzes and summarizes the causes of bias.The reasons for students’ errors in acquisition and use of "must not" can be classified into three categories: interlingual transfer,over-generalization of target language rules,and the influence of textbooks and reference books.Among them,inter-lingual transfer and over-generalization of the rules of target language are the two main reasons for students’ errors.The writing of the first four chapters of this paper mainly lays the foundation for the construction research of the fifth chapter "must not" and the teaching design of "must not" based on the "post-method" teaching theory in the sixth chapter.In this paper,in chapter v of the integrated use of literature research,methods of corpus study,consult,references,a large number of relevant literature and real corpora based on the mode of grammar theory on the "X" structure type,it is concluded that the structure type of "X" structure type,respectively is: "not X" table subjective understanding [-the inferential] [+ will desire] structure type,"X" table objective modality [+ the inferential] [+] structure type,"X" table things development [+ the inferential] [+] inevitably structure type.Then,the paper analyzes the pragmatic characteristics of the three constructions of "must not",especially the preconditions of the three constructions of "must not".Through analysis and research,it is concluded that when the construction "must X cannot" expresses a strong subjective desire,it presupposes that the objective environment is not suitable,or someone disagrees with the behavior or view.When the construct "must not" expresses the objective modality,it presupposes the behavior that the actor is unwilling to perform but must perform.When the construction "must not" expresses the development of the theory,it is assumed that if certain behaviors are not done,bad results will occur.In chapter 6,on the basis of the constructional study and the pragmatic study of constructional meaning,the three constructional meanings of constructional meaning are designed and experimented.The design of teaching experiment and questionnaire refers to the research content in chapter 3 and chapter 4,and comprehensively considers the problems in the explanation of "must not" in the textbook and the reasons for the errors in students’ acquisition of "must not".The author chose the third-year students of the Chinese department of Mohammed v university of Morocco(The university of Morocco is a three-year program)as the objects of the teaching experiment.After the teaching experiment,the author investigates the effect of the teaching experiment by issuing questionnaires,analyzes the results of the comparative experiment,and proves that the teaching under the guidance of constructional grammar theory and "post-method" teaching theory is superior to other teaching methods.