Study on The Grammar of Phrases in Chinese Workbook
| Autor: | YANG LI-LING, 楊麗玲 |
|---|---|
| Rok vydání: | 2007 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 96 This study is to analyze the grammar of phrases in Chinese workbook; these phrases are from four authorized text editions of Chinese workbook in 94th academic year, and they are published by Jen-Lin, Nan-Yi, Kang-Xian, and Han-Lin publisher. Through the analysis of each edition and the comparison of different editions, we can understand the related connotation such as distribution, content, and the forms of those phrases in Chinese workbook. The first chapter is introduction- it talks about the motivation, goal, method, step, scope, limitation, and the explanations of nouns. The second chapter is the investigation of literature, including the investigation of modern Chinese’s phrases theory, children’s cognitive development, children’s language learning, and the related literatures of phrase teaching of Chinese workbook. The third chapter is the analysis of phrases’ structures and grammars’ functions in each edition of Chinese workbook- that is to analyze and induct the phrases’ exercises quoted from four editions of Chinese workbook published by Jen-Lin, Nan-Yi, Kang-Xian, and Han-Lin publisher; then, to expound those phrases in order. The fourth chapter is about comparison and analysis of phrases’ question type, structure, and grammar function in Chinese workbook; moreover, through the comparison of different editions we can probe into the features of the key phrases selected by different editions. The fifth chapter is the conclusion and recommendation; in other words, to organize the analysis of this study, and offer the recommendation. Conclusions of the study are as follows: 1. In the aspect of phrase exercises’ distribution, structure-imitation exercises and non-structure-imitation flexible exercises are distributed widely in the text editions of Nan-Yi and Kang-Xian publisher. 2. In the aspect of phrases’ types; each edition’s phrase exercises contain three kinds of phrases and they are “general phrase,” “special phrase,” and “fixed phrase.” 3. In the aspect of general phrase’s connotation, these four editions mainly offer the exercises of “minor-major phrase,” “predicate-object phrase,” “conjunction-predicative phrase”; in addition, the secondary exercises are “subject-predicative phrase,” “predicative-complement phrase,” “two-worded phrase,” and “appositive phrase” is not found in these four editions. 4. In the aspect of special phrase’s connotation, these four editions mainly compile the exercise of “quantifier phrase”; and “preposition phrase” is the subsidiary exercise. 5. In the aspect of fixed phrase’s connotation, fixed phrases’ distribution in each edition has the trend of concentrating in the second learning stage. 6. In the aspect of the presentation of grammar function in phrase, the imitation-structure phrase regresses to the text’s original sentence, and the majority is predicative, the secondary is object; then, the last is subject. Furthermore, the forms of phrases’ presentation are diversified, and offer learners the opportunity to do writing exercises of broadening every component in sentences. Subsequent recommendations are according to the results obtained from the study: 1. Recommendations for editorial dealer in textbook: a. The headline of structure-imitation types ought to be consistent. b. The level of exercises in phrase should be from simple to difficult and should be distributed step by step. c. The teaching guideline can be based on phrase’s form and structure to compile fundamental theory in order to offer teachers as reference. d. Establish the independence of the grammatical level in phrase. 2. Recommendations for the teaching staff: a. Teachers should actively learn the related knowledge of grammar. b. If the grammatical exercises in the selected textbook are insufficient, teachers can make the additional remarks cited from other exercises of phrases’ structures in other textbook. 3. Recommendations for future researchers: a. They can take the materials of phrase exercises in organizing language exercise into consideration. b. They can also take substituted exercises of existed sentences’ components in imitating sentence- making into consideration. c. Develop teaching activities’ designs which are helpful to children’s learning of putting general phrases in order, and these designs have to be based on each kind of phrase’s connotation. Keywords: Grammar, phrase, and Chinese workbook. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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