Research On The Teaching Subject-predicate Sentences In Chinese As A Foreign Language Based On The Theory Of Constructive Grammar

The subject-predicate sentence is a special kind of sentence pattern in which the subjectpredicate phrase acts as the predicate.It fully reflects the characteristics of flexible Chinese form,focusing on parataxis,and has its own unique expression effects and functions.It is frequently used in speech communication.It is also a key sentence pattern in teaching Chinese as a foreign language.As a pair of form and meaning,construction can enable students to have a clearer understanding of the pairing relationship between the form and meaning(or function,usage)of language units or language components during the teaching process.From this level,the subject-predicate The research on the construction of predicate sentences has certain guiding significance for teaching practice.This article starts with the corpus analysis of the subject-predicate sentences in the four books: HSK Standard Course(1-4),Boya Chinese: Elementary Beginners,Chinese Course:Elementary Comprehensive,301 Sentences of Chinese Conversation: Volume One.Reorganizing the corpus in the textbook from two aspects of structure(expression)and meaning,try to construct a cognitive model of subject-predicate sentences to assist teaching and help students form a basic cognitive system.Collect students’ subject-verb-predicate sentences’ usage biases through questionnaires.According to the analysis of the errors and predict the difficulties of teaching,try to combine the construction-chunk theory for teaching practice of subject-predicate sentences in Chinese as a foreign language.Finally,Teaching suggestions are made from four aspects: teaching,teachers,and textbooks,in order to provide new ideas for the teaching of subject-predicate sentences in Chinese as a foreign language.