An Investigation Of Language Functions About "Fortunate" In Teaching Chinese As A Second Language

The functional approach is a second language teaching method that emerged in the1970 s.It is guided by the theories of sociolinguistics and functional linguistics,it advocates function as the outline,takes the development of learners’ communicative ability in language as the ultimate teaching goal,and emphasizes meaningful practice and communicative activities.The communicative ability is the fundamental purpose of language teaching,and mastering the necessary language function is an important way to improve communicative ability quickly and effectively.Using “language function” as an outline to organize Chinese teaching for foreigners is learner-centered and consistent with the fundamental purpose of language teaching.It also combines the teaching of language forms and the social rules that govern the use of those language forms.The“Fortunate”function is very common in daily communication.This thesis selects the“Fortunate”language function as the object of study,and take the teaching concept of combining“structure-function-culture”as the guide,and divides a wide variety of"fortunate"expressions into four categories according to their characteristics--xingkui(幸亏),zhen xingyun(真幸运),cha dianr+VP(差点儿+VP),yaobushi(要不是……),and examines them from five aspects:form,semantics,pragmatics,biased error and teaching.We hope to provide a reference for the teaching of the“Fortunate”function.This thesis has four main parts.The first part is the introduction,which summarizes the definitions of “function” and“Language Function” and the current research about “Language Function” in teaching Chinese as a foreign language,and clarifies the research content,methodology and significance of this thesis.The second part is a thematic study.Firstly,this part examines the form,semantics,and pragmatics of the four expressions,and focuses on the pragmatics by setting up contexts close to Chinese language learners’ lives,so as to guide learners to acquire expressions’ usage in specific contexts.Subsequently,the thesis summarizes the types of biased error that occur in the acquisition process of Chinese language learners based on the analysis of each category of expression.It is found that commonly occurring biased errors among Chinese language learners include misplaced substitution,omission,confusion of morpheme and semantic.Finally,this part proposes corresponding teaching suggestions for each type of biased errors.In the third part,we compare the four categories of expressions of “Fortunate” and find that the four categories of expressions have both individuality and commonality in terms of form,semantics and pragmatics.So this thesis suggests that teachers should adopt a variety of teaching methods and adhere to the teaching principle of “structure-functionculture” in the process of teaching.The concluding section summarizes the research content of this thesis and points out the innovations and shortcomings of the study.