The Research Of Chinese Emerging Degree Adverbs For Teaching Chinese As A Foreign Language

Emerging degree adverbs are a new linguistic phenomenon in recent years.This paper analyzes the corpus in the past three years of WeChat Official Accounts in People’s Network and screen out the research objects as "bao","chaoji","henshi","zhenxin" and "gezhong".Firstly,it studies the semantics,grammar and pragmatics of emerging degree adverbs,and then analyzes the necessity for emerging degree adverbs to intervene in Chinese as a foreign language,and puts forward relevant suggestions in teaching materials and teaching.This article is mainly divided into five parts.The first chapter is the introduction.This part firstly explains the reasons for the status and the research background,the research theory and methods,and the source of the corpus.Secondly,the research object of this paper is determined by analyzing the relevant corpus of People’s Network.The second chapter is the semantic research of the emerging degree adverbs.It mainly studies the semantic development of each word from the perspective of diachronic and synchronic.Based on the concrete analysis of the semantic features of adverbs,this chapter investigate semantic equivalence.The third chapter is the grammatical study of emerging degree adverbs.The author mainly analyzes the combination ability of each word and adjectives,verbs,and nouns,and finds that the combination ability of“henshi”is the strongest,and the combination ability of "bao" is the worst,in the last,the author studied syntactic functions of words.The fourth chapter is the pragmatic study of emerging degree adverbs.It mainly uses online questionnaire to investigate the use of adverbs.And it will get the pragmatic features,pragmatic functions and pragmatic psychology of adverbs.The fifth chapter is the teaching of Chinese as a foreign language for emerging degree adverbs.This chapter analyzes the necessity of intervening emerging degree adverbs in the teaching of Chinese as a foreign language,and proposes two methods of one-by-one intervention and overall intervention in teaching materials.