The Ontological Research And Teaching Exploration Of The Sentence Pattern "A Búyàyú(不亚于)B"

The study of language ontology for international Chinese education is one of the key research fields in international Chinese education.When international students learn to use language items with complex contexts and rich expressive meanings,it is always difficult to accurately acquire them.Only by excavating the language rules of the language project itself and exploring effective teaching strategies and methods can we reduce the occurrence of foreign students’errors and improve the efficiency of Chinese as a foreign language.This article takes the evaluation sentence pattern"A búyàyú(不亚于)B"in advanced Chinese oral textbooks as the research object,and comprehensively applies theories such as three planes and semantic background to observe,describe,and explain the language ontology from the syntactic,semantic,and pragmatic levels.Combining theory with practice,on the basis of exploring the law of language noumenon,and using the teaching concept of output oriented teaching method,we have carefully designed the teaching scheme of"A búyàyú(不亚于)B"sentence pattern,in order to provide guidance for teaching Chinese as a second language and effectively improve the teaching effect.The full text is divided into six parts:The first part is introduction.Firstly,clarify the research object and the reason for selecting the topic of this article;Secondly,the current status of research on evaluative and comparative sentences is reviewed,and the theoretical significance and application value of this study are elaborated;Then point out the theoretical basis and research methods of this article;Finally,explain the source of the corpus.The second part is the syntactic analysis of the sentence structure"A búyàyú(不亚于)B".Firstly,the composition of the sentence structure is analyzed one by one,analyzing the invariant terms"búyàyú(不亚于)",the variable terms"A"and"B".Next,syntactic analysis will be conducted on the affirmative form of the sentence pattern"A yàyú(亚于)B",analyzing the similarities and differences between the two.Finally,the paper makes quantitative statistics on the use of affirmative use cases and negation use cases in the corpus,and explores the reasons why negation is"búyàyú(不亚于)"commonly used in modern Chinese from multiple perspectives.The third part is the semantic analysis of the sentence structure"A búyàyú(不亚于)B".Analyze the component meaning and sentence structure meaning of this sentence pattern.Analyze the semantics expressed by the component"búyàyú(不亚于)",the use conditions and characteristics of the component"A"and"B"respectively,and visually display the rich logical semantics of the sentence pattern through the number axis diagram,to explore the sentence pattern characteristics when it expresses the difference comparison.The fourth part is a pragmatic analysis of the sentence structure"A búyàyú(不亚于)B".Using the method of induction deduction,combined with the semantic background theory,analyze the semantic background of the sentence pattern and analyze topic cognition in the context of the situation.Further explore its pragmatic functions from the perspectives of concepts,interpersonal relationships,and discourse.The fifth part is the teaching exploration of the sentence pattern"A búyàyú(不亚于)B".This section will first explain and analyze the compiled corpus of errors made by international students,and investigate the reasons for their occurrence.Based on the results of error analysis,the output oriented approach is combined with teaching Chinese as a second language,and the teaching scheme of this sentence pattern is designed and put into practice to obtain feedback on teaching practice,evaluate and reflect on the teaching process,and put forward teaching strategies and suggestions.Part Six,Conclusion.Summarize and summarize the main viewpoints of this article,and point out the problems and shortcomings of this article.