Research On The Dynamic Auxiliary "Le" In Teaching Chinese As A Foreign Language

Function words play a very important role in modern Chinese.The dynamic auxiliary "Le" is a kind of function words with high frequency and complexity.It has many usages.Foreign students whose mother tongue is English have a high error rate.It is a grammar point that should be paid attention to in teaching Chinese as a foreign language.It is of great practical significance to study the dynamic auxiliary "Le" in teaching Chinese as a foreign language.Based on the ontological study of the dynamic auxiliary "Le",this paper uses the methods of literature research,textbook research,corpus research and error analysis to study the dynamic auxiliary "Le" in teaching Chinese as a foreign language.This paper is divided into seven parts:The first chapter introduces the significance of the topic selection,summarizes the ontology research of dynamic auxiliary word "Le" and the study of teaching Chinese as a foreign language.It finds that the ontology research is more in-depth,while the research on TCFL is not comprehensive and in-depth,and the research methods and the source of corpus are introduced.The second chapter classifies the basic usages of dynamic auxiliary word "Le" in modern Chinese,among which 11 kinds of "Le1" are used separately,and there are 2 kinds of usages used in combination with "Le1" and "Le 2".Generally speaking,it is very complex and difficult for native English Chinese learners to learn.The third chapter investigates the arrangement of the dynamic auxiliary "Le" in the textbooks,and analyzes the results of the four aspects:the order of the dynamic auxiliary "Le" appearing,the presentation in the textbooks,the way of practice and the way of reappearance.The fourth chapter studies the use errors of the collected dynamic auxiliary words in English as the mother tongue,taking the HSK dynamic composition corpus of Beijing Language and Culture University and written language corpus of international students of Jinan University as the source of the corpus.The author concludes that the types of errors are mainly omission,error addition,wrong substitution and wrong order,and analyzes the reasons for the misuse.The fifth chapter puts forward specific teaching suggestions from the three aspects of teaching materials,teachers and learners.The teaching materials of TCFL should be arranged in a reasonable order,adopt a concise presentation,set up a variety of exercises,and pay attention to the repetition of language points.TCFL teachers should use appropriate teaching methods,pay more attention to students,attach importance to the setting of teaching situations,and design targeted exercises.Chinese learners whose mother tongue is English should reduce the use of avoidance and simplification strategies,pay attention to the errors and correct them in time and make a reasonable review plan.The sixth chapter is the teaching design of the dynamic auxiliary word "Le".Based on the fifth lesson "I’ve been here for more than two months" in the second volume of the textbook "Chinese course",the teaching design of the dynamic auxiliary word "Le" is carried out.The seventh chapter is the conclusion,which summarizes the research contents and conclusions of this paper,and points out the innovation and shortcomings of this paper.