Research On The Design Of Teaching Chinese As A Foreign Language With Dynamic Auxiliary Words "Zhe,le,guo" Under The "Trinitarian Grammar" Theory

The dynamic auxiliary words"zhe,le,guo"（“着、了、过”）are used after the verb respectively to indicate the duration,completion and experience of an action,and are frequently used in daily life.However,because of its flexible usage and changeable semantics,it has always been a difficult point for international students to learn,and also the focus of teaching.The theory of"Trinity Grammar"is a new second language teaching grammar proposed by Feng Shengli and Shi Chunhong.It mainly includes the formal structure of sentences,the function of structures and the typical context of functions,which are independent and interrelated to form a three-dimensional organic whole.This thesis attempts to use this new teaching theory to investigate the dynamic auxiliary words"zhe,le,guo"（“着、了、过”）,and mainly studies the teaching design of"zhe,le,guo"（“着、了、过”）under the system of"Trinity Grammar".The thesis is divided into the following parts:The first part is the introduction.Firstly,the introduction explains the reason and significance of this thesis.Secondly,it summarizes and sorts out the ontological research of the dynamic particle"zhe,le,guo"（“着、了、过”）and the achievements of the research on teaching Chinese as a foreign language.After that,it introduces the theory of"Trinity Grammar"in detail,including its proposal and connotation,and introduces the formal structure,function and typical context of"Trinity Grammar".Finally,the purpose and methods of this thesis are introduced.The second part analyzes the trinity grammar pattern of the dynamic auxiliary words"zhe,le,guo"（“着、了、过”）.The formal structure of"zhe"（“着”）can be summarized into three types:S+[is/is]+V+zhe+N;S+V+zhe+[N];S+V₁+zhe+V₂.The formal structure of"le"（“了”）is summarized into four kinds:S+V+le+N;S+[V-O]+V+le+time period;S+V+le+time period+[N];S+V+le+momentum phrase+[N].The formal structure of"guo"（“过”）is summarized into two kinds:S+V+guo+N;S+A+guo+[time range].The function and typical context corresponding to each form structure are analyzed in detail.Finally,it compares the theory of“Trinity Grammar”with the traditional grammar theory,emphasizing that different from theoretical grammar,“Trinity Grammar”is a kind of teaching grammar,which is more suitable for teaching.The third part is the questionnaire survey and analysis of the dynamic auxiliary words“zhe,le,guo”（“着、了、过”）based on“Trinity Grammar”.The specific design of the questionnaire is elaborated,the survey objects are explained,the collected data is sorted out and analyzed in detail,and the acquisition of dynamic auxiliary words“zhe,le,guo”（“着、了、过”）by overseas students is summarized on the basis of“Trinity Grammar”.The fourth part is the teaching design of dynamic auxiliary words“zhe,le,guo”（“着、了、过”）based on“Trinity Grammar”.Through questionnaire survey and examination of《HSK Examination Syllabus》and《Grade Standards》,it is found that when international students acquire dynamic auxiliary words“zhe,le,guo”（“着、了、过”）,it is easy to make errors in the four common structures of"S+V₁+zhe+V₂","S+[V-O]+V+le+time period","S+V+le+time period+[N]","S+V+guo+N".Therefore,this paper takes the structure of international students who are prone to errors and high utilization rate as an example to carry out teaching design,integrates the content of the three parts of"Trinity Grammar"into the teaching design,and closely cooperates with other teaching links to ensure the novelty and integrity of teaching design.Finally,it reflects on the teaching design,and points out the teaching process of“introducing teaching with typical context–implicitly showing function in context–guiding students to summarize structure–practicing with typical context”.It is believed that teachers can teach more conveniently and students can really learn to use dynamic auxiliary words“zhe,le,guo”（“着、了、过”）to communicate.The last part is the conclusion.Summarize the contents of this thesis and explain the shortcomings.