Study On The Finishing Mechanism Of Adjective As Predicate In The New HSK Syllabus

Adjective predicate sentences using adjectives or adjective phrases as predicates are one of the important sentence patterns in modern Chinese.In the absence of context,declarative sentences with bare adjectives as predicates generally need to carry at least one sentence completion component to generate sentences that are pragmatic and have a high degree of sentence completion.In second language acquisition,it is extremely easy to overlook this point,resulting in errors and the production of language units that do not conform to pragmatics and have low sentence completion.This article takes the situation of adjectives serving as predicates in the New HSK Syllabus as the research object,based on existing research results,and combined with rich native language corpus,to investigate the formation of adjective predicate sentences,with a view to deepening the ontological study of adjective predicate sentences and sentence-completing elements,and promoting the development of Chinese second language teaching-research.Firstly,the article conducts a comprehensive ontological study of adjectives and predicate sentences in the New HSK Syllabus through a combination of sample analysis and corpus analysis.The survey found that the vast majority of bare adjectives cannot be formed into sentences independently,and the sentence-completing elements have universal significance when adjectives serve as predicates.The sentence-completing elements required by adjectives as predicates are complex and diverse,and there are differences in compatibility between adjectives and sentence-completing elements,as well as between sentence-completing elements and sentence-completing elements.According to the statistical analysis of examples,the sentence-completing elements presents a hierarchical difference from typicality(such as "Hen")to atypical(such as "Yixiang");The ability of adjectives to carry sentence-completing elements presents a hierarchical nature;The activity of adjectives also has a high and low level of hierarchy.According to the difference in adjective activity,we divided the adjectives in the New HSK Syllabus into six sub categories: A,B,C,D,E,and E.Secondly,under the guidance of Grounding Theory,the article finds that the Sentence-completing Function of adjectives as sentence-completing elements is closely related to the grounding conditions of adjectives.From the perspective of sentence completion,the sentence completion component defines the core adjectives of the predicate in terms of time and degree.The sentence completion component and the adjective form a composite predicate,thereby promoting the adjective to be used as the predicate to form a sentence;From the perspective of entry,when an adjective is used as a predicate,the sentence completion component acts as the entry element,helping the conceptualizing subject to subjective understanding through its own cognitive ability,establishing the connection between the adjective predicate and reality,forming adjective attributive clauses,completing the process of exemplifying the concept of the adjective property category to the concept of the adjective property category,thereby enabling the adjective to successfully enter the audience.At the same time,in the admission process where most adjectives are used as predicates,the sentence completion element appears as an explicit admission element,while only a small number of adjectives are used as predicates and appear as implicit admission elements;In the "box lattice" structure,adjectives used as predicate completion sentences may rely on indirect entry elements.Whether an adjective serves as a predicate to complete a sentence or an adjective serves as a predicate to enter the scene,it is manifested in the realization of the process of character instantiation and the implementation of cognitive control over speech events,and its essence is cognitive return.Finally,using the HSK Dynamic Composition Corpus,the article analyzes the types of errors in the intermediary corpus of adjective predicate sentences from the perspective of sentence-completing elements,and concludes that there are three types of errors in adjective predicate sentences: missing sentence-completing elements,improper co-occurrence of sentence-completing elements,and perceived sentence completion,as well as three causes of errors: negative transfer of mother tongue,improper understanding of the target language,and imperfect textbook layout.Based on the results of the previous research,suggestions are proposed for second language teaching of adjective predicate sentences from the perspectives of syllabus revision and teaching methodology.