主谓谓语句的偏误与教学策略 = The Error and Teaching Strategy of Subject-Predicate Predicate Structure

다국어 초록 (Multilingual Abstract)

Subject-predicate predicate structure is Chinese special sentence patterns, due to using defferent criteria, for the classification and scope of the subject-predicate predicate structure scholars have different opinions, according to the standard of the difference between topic and subject, we can verify the subject-predicate predicate structure’s subject and the topic of the sentence is partially overlap, and futher discuss that sentence which after refers to the topic, most of subject-predicate predicate structure’s little subject not only by nominal composition as, but also can be act as verbal components. This paper discusses and analyzes the relationship between the subject and the topic of the whole sentence in the subject-predicate sentence of modern Chinese, the main point is that the components of the minor subject in subject-predicate sentence can be played by the nouns and the verbs, The minor subject in subject-predicate sentence of the verbal component which is limited and needs to satisfy the following three conditions: first of all, VP2 can not form a relationship of statement and be presented with NP. secondly, VP1 can't be omitted. thirdly, VP1 can not go into "in the aspects of" framework.For international students in the process of learning this structure appearing grammatical errors, semantic errors and pragmatic errors,The reasons for the analyses are interlingual transfer, intralingual transfer, learning context, communicative strategy and cultural transfer, and put forward the coping strategy, When teaching the grammatical knowledge of the subject predicate sentence, we should pay attention to the proper teaching method, different teaching strategies are formulated in view of the characteristics of different learners. In general, we use the method of looking for topics, adding speech pauses and modifiers to determine subject-predicate predicate sentence, in addition, we need to pay attention to the following three points, that is the topic function of the main subject of the subject-predicate predicate structure, explain the semantic relationship between subject and predicate of a sentence, the constrant conditions for the syntactic components of the subject and predicate. Context teaching, Cultivate language sense teaching, pay attention to culture teaching and appropriate contrast teaching can be combined with specific strategies, this paper analyzes the specific errors produced by different learners, teaching students in accordance with their aptitude, and using various teaching strategies properly, which will help us to improve teaching activities with Chinese as the second language more perfectly.

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