A Study Of "Jiù Suàn A,yě B" In International Chinese Teaching Based On "Construction-Chunk" Theory

Concessionary complex sentences are more important in Chinese international education.According to Chinese Proficiency Grading Standards for International Chinese language Education,there are as many as 8 concessional complex sentence patterns that learners of Chinese as a second language should master.Therefore,the study of concessive complex sentences is of certain importance and necessity.In the above document,The entry setting of "jiù suàn...yě..."(hereinafter referred to as "jiù suàn A,yě B")has changed,and this construction is a more frequently used concessional sentence in spoken English.Therefore,based on the "construction-chunk" theory,this study investigates the Chinese ontology features,the acquisition of "jiù suàn A,yě B" by second language learners,and three sets of classic textbooks containing this construction,and carries out teaching design,in order to provide useful reference for practical teaching.Ontological research shows that the components of A and B in this construction are more complex,which can be words or phrases.The complex syntactic form shows that it is inappropriate to explain the construction from the perspective of syntactic analysis.However,A and B have obvious meaning of lexical chunks,clear logical relationship between them,and high solidification of the construction framework.Therefore,it is reasonable and advantageous to analyze and teach from the perspective of "construction-chunk".It can be seen from the analysis of acquisition that learners have a high error rate,and often have incorrect generation of "jiù suàn" and "yě",semantic errors of A and B,and omissions of "jiù suàn" and "yě".For this phenomenon,the author traces back to the textbooks and investigates several sets of more classic comprehensive textbooks.The author finds that among the three sets of textbooks,the setting form and teaching order of the term "jiù suàn A,yě B" are not the same as those of the International Chinese Language Education Chinese Level Standard.The annotation of each set of textbooks starts from the interpretation of meaning,but there are not only some differences between the annotations of each set of textbooks,but also inconsistencies between the interpretations of concession sentences within the textbooks.As a concession sentence pattern with strong context dependence,the setting of examples and exercises in some textbooks can provide appropriate context information to help learners understand according to their Chinese level,step by step,and constantly improve the difficulty.Finally,based on the results of ontology research,acquisition research and textbook arrangement analysis,this paper puts forward several teaching strategies from the perspectives of construction meaning,chunk features and conciliation complex sentence system.In practical teaching and textbook compilation,construction whole and chunk can be combined;Strengthen the system of concessionary compound sentence teaching,pay attention to the correlation;Analyze and discriminate sentence patterns that are prone to bias.In addition,by referring to the previous design model,the author transformed it into a teaching scheme and embodied it in the form of teaching design examples.The specific contents include:combining the narrative part of the text provided by the textbook,constructing a language situation to guide learners to understand the meaning of the construction;Connect with the reality of life,create a typical context,and guide learners to carry out output practice;Through formatted language formulas and meaning interpretation,learners can form a complete block chain;Emphasis is placed on the explanation of construction features and the relationship between chunks,and emphasis is placed on the discrimination of errors and confusion.