完句成分及其在对外汉语教学中的教学策略初探
Teaching Strategies for the Sentence-Completing Elements in Teaching Chinese as a Foreign Language
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During the Chinese language teaching and learning, both teachers and learners attach importance on grammar, which is of quick effectiveness. However when it comes to a certain sentence, expressionistic probably is not so accurate or even strange to native speakers. Those expressions are actually wrong sentences. We used to conclude them as the type of lack of parts, in fact, those missing parts are sentence-completing elements in most circumstances. Therefor the theory of sentence-completing elements should be introduced in practical teaching, and the consciousness of self-sufficiency of sentences should be valued as well. Teachers are supposed to help learners realize that without sentence-completing elements, some expressions are not real sentences or of correct grammar but invalid in communicative practise. Some strategics could be applied in practical teaching from this view of point. The theory of the bounded and unbounded may help learners understand sentence self-efficiency and sentence-completing elements in deep sense. Pragmatic standard is also intuitive and operable for both teachers and learners.
Abstract
During the Chinese language teaching and learning, both teachers and learners attach importance on grammar, which is of quick effectiveness. However when it comes to a certain sentence, expressionistic probably is not so accurate or even strange to native speakers. Those expressions are actually wrong sentences. We used to conclude them as the type of lack of parts, in fact, those missing parts are sentence-completing elements in most circumstances. Therefor the theory of sentence-completing elements should be introduced in practical teaching, and the consciousness of self-sufficiency of sentences should be valued as well. Teachers are supposed to help learners realize that without sentence-completing elements, some expressions are not real sentences or of correct grammar but invalid in communicative practise. Some strategics could be applied in practical teaching from this view of point. The theory of the bounded and unbounded may help learners understand sentence self-efficiency and sentence-completing elements in deep sense. Pragmatic standard is also intuitive and operable for both teachers and learners.
참고문헌 (12)
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