An Investigation On The Asymmetry Of "Xiān(先)" And "Hòu(后)" And Its Application On Teaching Chinese To Speakers Of Other Language

The "xiān(先)" and "hòu(后)" groups of antisense relations show the time or sequence before and after,forming a kind of opposite relationship,but the opposite relationship has many asymmetrical manifestations in the distribution of forms.In this paper,guided by the marked theory,based on corpus and dictionaries,the symmetry and asymmetry of "xiān(先)" and "hòu(后)" are investigated,and the unmarked items and marked items are determined,and the asymmetry is analyzed based on the results of cognitive linguistics.And by analyzing the relevant errors in the HSK dynamic composition corpus,explore the reasons for the errors,and guide the Chinese teaching to speakers of other language.The second chapter is guided by the frequency standard in the marking theory,and at the lexical level,it examines the symmetry and asymmetry of the word meaning,word formation and word frequency of "xiān(先)" and "hòu(后)".It is found that the number of meaning items of "xiān(先)" is larger than the one of "hòu(后)",the word ability of "xiān(先)" is stronger and the frequency of use of "xiān(先)" is higher,so that "xiān(先)" is an "unmarked item",and "hòu(后)" is a "marked item".The third chapter is guided by the distribution standard of the marker theory,and at the syntactic level,it examines the symmetry and asymmetry of the co-occurrence of "xiān(先)" and "hòu(后)" words in sentences.It is found that when expressing the sequence of behavioral events,there are far more forms of "xiān(先)VP" in different situations than "hòu(后)VP",which again proves that "xiān(先)" is "unmarked item" and "hòu(后)" is "marked item".Chapter 4 analyzes the errors related to "xiān(先)" and "hòu(后)" in the HSK dynamic composition corpus,and the type and number of "xiān(先)" errors are more than "hòu(后)";the influence of interlingual and intralingual on errors that promoted the occurrence of errors is discussed;finally,teaching suggestions for teachers as to emphasize comparative analysis and emphasize collocation are put forward in combination with errors.