THE PROPOSITIONAL FRAME-BASED METHODS OF CHINESE LANGUAGE TEACHING: FRAMES “BERRY”, “COLORS” AND “DISEASE”

Abstract

The article describes the propositional frame-based method of teaching Chinese exemplified by frames “berry”, “color” and “disease”. Using this technique the Chinese language teaching leads to a more precise better understanding of the structural and functional content and patterns dominating the language, and as a result is productive learning Chinese as a foreign language. Derivatives and non-productive words are constructed according to identical remote structures – propositional schemes, and on their basis propositions are created. The relations of a proposition and the derivative word have the mutually subordinated character: on the one hand, derivative words fill propositional structures, realizing one of propositional values; on the other hand, the derivative word semantic expresses a proposition, but "curtailed". The nuclear component of propositional structure most often is the predicate, actants act as its distributors. The propositional structure is the space where word-formation process is realized. Each participant of the derivational act is associated with its propositional position. However, the propositional structure functions not only as the "framework" for the derivational act, but also stimulates the word-formation processes with its own structure and its set of constructive elements, thus generating new words.

Keywords

• methods of teaching the chinese language, cognitive linguistics, frame, propositional structure, proposition