A Research On Possible Complement Based On “Trinitarian Grammar” In Teaching Chinese As A Foreign Language

“Trinitarian Grammar” is a new grammar system of second language teaching proposed by Feng Shengli and Shi Chunhong,including the formal structure of sentences,the functional role of structures,and the typical context of functions.They are independent and interrelated to form an organic whole.This “trinity” teaching grammar provides the direction for teachers and students.It is more convenient and efficient for teachers to prepare lessons according to the teaching idea of “Trinitarian Grammar”.Students’ learning according to the theory of “Trinitarian Grammar” helps to establish the awareness of grammar structure,clearly grasp the function of sentences,and flexibly use this grammar point in typical contexts.Based on the theory of “Trinitarian Grammar”,this paper systematically analyzes three structures of possible complements,explores learners’ acquisition of sentence patterns of possible complements by means of questionnaire survey,and carries out teaching design on the basis of both,guided by the theory of “Trinitarian grammar”.This thesis includes the following five parts:The introduction first explains the reason of the topic;This paper makes a literature review,and summarizes the ontological research of possible complement,the research of possible complement,the theoretical research of “Trinitarian grammar” and the study of “Trinitarian grammar” as a Foreign language;Then,it expounds the significance of the research from both theoretical and practical aspects.The research methods are listed.The second part introduces the theory of “Trinitarian grammar” Guided by the theory of “Trinitarian grammar”,it analyzes the three structures of possible complements from the aspects of formal structure,functional role and typical context.Then,analyzes the feasibility of “Trinitarian grammar” theory in the teaching of possible complements.The third part is the questionnaire analysis.Guided by the theory of “Trinitarian grammar”,this part tests learners’ acquisition of possible complements from the aspects of formal structure,functional function and typical context in the form of test questions and analyzes the test questions.After the analysis,it comes to the conclusion that students can generally master the formal structure of three possible complements and basically understand the functions of each possible complement.However,it is sometimes confused with the function of other similar grammatical points,and the phenomenon of avoiding the use of possible complements sometimes appears in typical contexts.The fourth part is teaching design.In this part,based on the results of the questionnaire and guided by “Trinitarian grammar”,the teaching design of the three structures of possible complement is carried out,and the reflection is carried out according to the teaching design.The conclusion summarizes the whole text,summarizes the research results of this paper,points out the innovation of this paper,reflects the shortcomings of this study.