A Comparative Study And Research On Teaching Chinese As A Foreign Language Of Degree Adverb “Bijiao(比较)” And “Xiangdang(相当)”

As adverbs of degree“Bijiao(比较)”and“Xiangdang(相当)”are frequently used in modern Chinese,and have attracted the attention of academic circles very early.This paper attempts to comprehensively analyze the degree adverbs“Bijiao(比较)”and“Xiangdang(相当)”from the perspectives of syntax,semantics and pragmatics,analyze the similarities and differences between the two,and try to summarize the grammatical characteristics of the two,so as to broaden the current understanding of the two Scope of the study.Through comparative analysis,it is found that there are differences in the combination and matching ability and the ability to adapt to the comparative structure:the ability of“Bijiao(比较)”to modify adjective components is weaker than that of“Xiangdang(相当)”,and the ability to modify verb components is stronger than“Xiangdang(相当)”.Among the three types of comparative sentence patterns that express degrees,the adaptability of“Bijiao(比较)”to the comparative structure is also stronger than that of“Xiangdang(相当)”;from the semantic level,the adverb of degree“Bijiao(比较)”belongs to both objective and subjective expressions,while The adverb of degree“Xiangdang(相当)”can only be used in the field of subjective expression in general;at the pragmatic level,“Bijiao(比较)”and“Xiangdang(相当)”can be used in both spoken and written styles,but“Bijiao(比较)”is used frequently and subjectively to“Xiangdang(相当)”.During the process of acquiring the adverbs“Bijiao(比较)”and“Xiangdang(相当)”,foreign students are often affected by the negative transfer of their mother tongue;the negative transfer of target language knowledge;the negative impact of the learning process in the learning environment,the arrangement of textbooks,related reference books,and the practice methods of international students.As a result,errors such as omission,mis-adding,mis-substitution and mis-ordering are generated.In the process of acquiring degree adverbs,international students should overcome the fear of difficulties;pay attention to the normative use of degree adverbs in different contexts;strengthen the comparison between the target language and the mother tongue.Teachers should organize teaching according to the level of Chinese proficiency of international students;utilize comparative teaching appropriately;continue to consolidate and practice,and explain knowledge points in a targeted manner;appropriately use tables or charts to summarize knowledge points.Teaching materials and related reference books should pay attention to the accuracy of word meaning interpretation and avoid general semantics;flexibly present grammar points and reflect the restrictive usage of grammar;strengthen the discrimination between word meanings and corresponding exercises.