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The Problem of the Dynamic Auxiliary “Guo” in Teaching Chinese as a Foreign Language

Received: 29 December 2020     Published: 28 January 2021
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Abstract

In Teaching Chinese as a Second Language, the Chinese dynamic auxiliary "Zhe", "Le" and "Guo" are the most distinctive ones, among which the dynamic auxiliary "Guo" is the teaching emphasis and also the teaching difficulty. The dynamic auxiliary "Guo" is not only difficult to grasp its function and usage in the process of studying for foreign students, but also various kinds of errors often appear in the process of its practical application. For this reason, we have consciously collected various kinds of language materials in our teaching. The ontological meaning, such as the basic meaning, the functional meaning and the pragmatic meaning, the characteristics of the types of errors and the subjective and objective causes are discussed and analyzed, according to the personal experience of teaching practice, some constructive suggestions are put forward for reference.

Published in Science Innovation (Volume 8, Issue 6)
DOI 10.11648/j.si.20200806.14
Page(s) 176-181
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Dynamic Auxiliary,“Guo”, Error Type, Reason, Teaching Suggestion

References
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  • APA Style

    He Xiaocui, Xiao Jiugen. (2021). The Problem of the Dynamic Auxiliary “Guo” in Teaching Chinese as a Foreign Language. Science Innovation, 8(6), 176-181. https://doi.org/10.11648/j.si.20200806.14

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    ACS Style

    He Xiaocui; Xiao Jiugen. The Problem of the Dynamic Auxiliary “Guo” in Teaching Chinese as a Foreign Language. Sci. Innov. 2021, 8(6), 176-181. doi: 10.11648/j.si.20200806.14

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    AMA Style

    He Xiaocui, Xiao Jiugen. The Problem of the Dynamic Auxiliary “Guo” in Teaching Chinese as a Foreign Language. Sci Innov. 2021;8(6):176-181. doi: 10.11648/j.si.20200806.14

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  • @article{10.11648/j.si.20200806.14,
      author = {He Xiaocui and Xiao Jiugen},
      title = {The Problem of the Dynamic Auxiliary “Guo” in Teaching Chinese as a Foreign Language},
      journal = {Science Innovation},
      volume = {8},
      number = {6},
      pages = {176-181},
      doi = {10.11648/j.si.20200806.14},
      url = {https://doi.org/10.11648/j.si.20200806.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20200806.14},
      abstract = {In Teaching Chinese as a Second Language, the Chinese dynamic auxiliary "Zhe", "Le" and "Guo" are the most distinctive ones, among which the dynamic auxiliary "Guo" is the teaching emphasis and also the teaching difficulty. The dynamic auxiliary "Guo" is not only difficult to grasp its function and usage in the process of studying for foreign students, but also various kinds of errors often appear in the process of its practical application. For this reason, we have consciously collected various kinds of language materials in our teaching. The ontological meaning, such as the basic meaning, the functional meaning and the pragmatic meaning, the characteristics of the types of errors and the subjective and objective causes are discussed and analyzed, according to the personal experience of teaching practice, some constructive suggestions are put forward for reference.},
     year = {2021}
    }
    

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    AU  - Xiao Jiugen
    Y1  - 2021/01/28
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    AB  - In Teaching Chinese as a Second Language, the Chinese dynamic auxiliary "Zhe", "Le" and "Guo" are the most distinctive ones, among which the dynamic auxiliary "Guo" is the teaching emphasis and also the teaching difficulty. The dynamic auxiliary "Guo" is not only difficult to grasp its function and usage in the process of studying for foreign students, but also various kinds of errors often appear in the process of its practical application. For this reason, we have consciously collected various kinds of language materials in our teaching. The ontological meaning, such as the basic meaning, the functional meaning and the pragmatic meaning, the characteristics of the types of errors and the subjective and objective causes are discussed and analyzed, according to the personal experience of teaching practice, some constructive suggestions are put forward for reference.
    VL  - 8
    IS  - 6
    ER  - 

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Author Information
  • Research Center of Language and Language Life, Jiangxi Normal University, Nanchang, China

  • Research Center of Language and Language Life, Jiangxi Normal University, Nanchang, China

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