一、多项状语教学在对外汉语教学中的重要性随着学者们对多项状语汉语本体研究的深入，可以发现，多项状语的构成成分、语序问题十分复杂，同时还发
现，汉语多项状语的共现，需要依据语义就近、辖域控制、时间顺序等原则。在对外汉语教学中，多项状语的教学，有助于学生从不同角度了解汉语
的思维逻辑习惯，这对学生理解中国人的表达习惯(尤其是书面表达方面)以至于交际风格都有很大的帮助。然而，多项状语自身的复杂性使之成为
外国学生学习汉语以及对外汉语教学的一大难点。从对外汉语教学的实践上看，外国学生在学习汉语多项状语的时候，常常会出现类似于“小华在
北京以前学习过。\林老师给同学们在体育馆通常表演武术。\弟弟可能没刚和同伴出去玩。\他以前在学校大概没被人打过。”的偏误。由此可见
，随着外国学生汉语学习的深入，尤其当学生进入中、高级汉语课程学习后，针对多项状语的教学，也应在依托汉语本体研究的基础上得到相应的重
视。二、对外汉语多项状语教学研究的现状在对外汉语教学界，涉及到多项状语教学方面的研究，可查找到的最早文献资料是肖莉(1997)
的《多层状语的顺序及其逻辑特性与对外汉语教学》。到目前为止，学界针对多项状语教学的研究，主要集中在以下几个方面。(一)多项状语与
对外汉语教学1997年，肖莉从对外汉语教学角度进行对多项状语的相关研究，其文紧扣“民族文化与逻辑思维”来谈多层状语的顺序问题，并
指出留学生在多层状语的使用上主要出现歧义、语义前后矛盾、语义费解三大问题，作者在分析的基础上指出了多层状语教学的重要性。文章结合对
外汉语教学实践来谈多项状语的教学问题，不足的是未能在此基础上提出相应的教学建议。曹成龙(2007)从文化、修辞等角度肯定了语序教学
在对外汉语教学中的特殊性，分初级、中级阶段汉语水平的留学生提出了多层状语的教学思路，并提出应该通过帮助留学生形成语感能力来辅助多层
状语的教学，至于如何通过培养语感来进行多层状语的教学，作者没有明确提出。两位学者对于多项状语在对外汉语教学中的重要性达成了共识。另
有曹地(2011)从汉语语序理据方面入手，分句法、语义、语用三个层面来对汉语语序教学及其理据进行了论述，以此提出对外汉语教学中应该
注重语序理据的应用。(二)第二语言习得与多项状语教学1.汉外对比与多项状语教学随着国内对对比分析理论的应用，不少学者针对不同
国别的教学对象来对对外汉语多项状语的教学提出看法与建议。先是陈京苗(2005)、王素华(2008)、舒欢欢(2010)、邓世文(2
011)等几位研究人员，基于汉、泰多项状语对比分析的基础上，少数研究人员则对泰国学生学习汉语多项状语的偏误进行了不同程度的梳理，进
而提出了相应的教学原则、技巧或建议。另有叶良英(2008)从宏观、微观角度，通过对汉阿语序类型和各自句子轨层结构的分析，来对比汉语
与阿拉伯语在句子层面语序的差异，最后提出语序对比对教学的指导意义。再有白德龙(2012)从定义及分类、词法成分、标记及排列顺序对汉
语与罗曼语的多项状语进行对比，并梳理出造成偏误的两大因素，即语言负迁移与规则泛化。总的来说，以上学者基本上侧重于两种语言中多项状语
的对比，后结合学生出现的偏误进行了相对而言程度不深的描写与分析，但对于教学建议部分并未详细涉及或基本不涉及。2.习得偏误与多项状
语教学基于偏误分析理论的对外汉语多项状语教学方面的研究，学者们或进行问卷调查及，或利用HSK语料库进行分析，对不同国别学生在习得
多项状语过程中出现的偏误情况进行了探讨，总结出母语负迁移、目的语知识复杂程度、教师讲解、教材对知识点的处理等几大偏误原因，提出了多
项状语的教学原则，如“由简到繁、由易到难、循序渐进”原则，还提出了“注重语感培养、讲解精准”等教学建议。下面我们分区域来看。(1
)面向南亚国家的情况。该区域的相关研究以针对泰国学生情况的研究为主，如尉腊·暾盖(2006)、江竹青(2008)、崔亚丽(2010
)、尹正莉(2011)、林文月(2012)、NapatsiriKitti-varasar(t2012)、谢简(2012)、冯桐(2
014)、刘秀(2014)等，以上作者基本上都运用了对比分析理论对汉泰多项状语的情况进行了对比梳理，不少作者是通过问卷调查的方式获
取语料进行分析，得出偏误类型进而总结偏误原因，最后得出教学对策。除此之外，有作者如尉腊·暾盖从不同项目分类的角度对两种语言的多项状
语情况进行了细致的调查与讨论，如崔亚丽、林文月提出了相应的教学设计，并尝试探讨学生习得多项状语的规律等。另有作者如：唐燕飞(201
1)、阮氏玉梅(2012)、黎垂莲(2012)、乔文煌(2012)、行玉华(2013)，徐富平(2005)，牟艳琳、晏晓蓉(201
2)，蓝美英(2011)等，则分别针对越南、印尼、新加坡、缅甸的学生习得汉语多项状语的情况进行论述，且各有特点。其中，唐燕飞针对留
学生习得多项状语的难点项目，如“把”字句“、被”字句，提出了相应的学习策略;徐富平对学生习得多项状语偏误的考察，以多项状语在汉语和
印尼语中的表述情况对比为基础;针对越南学生方面的研究多基于简单对比后的偏误类型分析，从而提出教学建议;牟艳琳、晏晓蓉则提出不同等级
学生在多项状语偏误的出现率上都存在较大比重;而蓝美英则针对缅甸学生习得汉语多项状语出现偏误的原因进行了详细分析，并指出应注重学生在
习得过程中出现的难点并认真分析，通过操练、引导及培养语感来提高汉语多项状语的教学效果。(2)面向东北亚国家的情况。该区域以针对母
语背景为韩语及日语的学生为主。针对母语背景为韩语的主要涉及到朝鲜和韩国两个国家，如：白星(2006)，侯玲玲(2008)、侯友兰(
2008)、朴敬玉(2011)、巴旭华(2014)。另外有赵淑丽(2011)、王文瀚(2012)、唐波(2013)等，则针对母语背
景为日语的学生进行研究。以上作者，大多对学生出现的偏误类型，从错序、误加、误代、遗漏等角度进行了分类，对偏误出现的原因从进行了阐释
，进而不同程度地从教师、教材及工具书、教学方法、学生方面提出了教学对策。(3)面向欧美国家的情况。主要有如万金(2011)、李薇
(2011)、殷悦(2012)、李函柯(2012)等针对母语为英语的学生展开研究，几位作者大多针对学生进行了问卷调查，万金还拓宽了
语料搜集面，除了HSK语料库外还加入了调查对象的博客语料。而任芷萱(2011)、谢阳洋(2014)对西班牙语学生的习得情况进行了研
究，如任芷萱对学生学习汉语定语、状语、补语等语序的偏误进行分析，提出相应的教学对策。另有谭敏(2012)、俞雯艳(2014)则针对
母语为德语的学生的习得情况进行研究，其中谭敏在问卷调查与分析的基础上，结合HSK动态作文语料库，根据不同的句子成分对学生出现的偏误
进行总结，得出学生因母语负迁移、目标语语序系统复杂、教学力度及教材编写问题而导致偏误，最后提出教学策略。(4)面向中亚国家的情况
。樊进(2012)对中亚东干族留学生习得汉语多项状语的学习策略进行了研究，在对留学生的习得偏误举例分析后，作者提出要重视学习策略的
教学，从而提高学习的有效性。(5)面向南美洲国家的情况。目前可以看到的是朱瑞花(2011)针对巴西学生习得汉语主谓、定语、状语、
补语语序的偏误进行了分析，同时从学习者、教学者及学习环境的角度提出解决对策。三、对外汉语多项状语教学研究的不足对外汉语多项状语
教学研究的不足，从整体上表现为研究深度不够，研究取向失衡，具体来说可以概括为以下几点。(一)偏重研究南亚国家学生的习得情况，其他
区域较少对多项状语在对外汉语教学方面的研究进行梳理后发现，人们针对欧美国家、亚洲国家学生尤其是南亚学生的研究占了较大比重，其中又
以泰国学生为主。中国综合国力的增强，世界许多国家的学生开始学习汉语，国家汉办、国侨办，各高校以及一些相关的中介结构，每年都往世界各
地派汉语教师或志愿者出国任教。因此，除了继续关注已涉及的亚洲、欧美相关国家的学生外，还应对非洲、南美洲相关国家的对外汉语教学情况投
入关注，进一步扩大研究涉及对象的范围。(二)偏重引入第二语言习得理论，教学应用研究不够深入随着第二语言习得理论的引入，国内学者
把对比分析、偏误分析、习得顺序理论应用到了对外汉语教学的研究中来。纵观对外汉语多项状语教学方面的研究，学者们经过了从单纯将汉语与不
同语言进行对比后提出教学建议这个阶段，到对比分析、偏误分析及习得顺序相关理论综合应用到教学实践的阶段。大多研究人员应用上述理论进
行汉语与学生母语进行对比分析，并通过对搜集的语料进行偏误分析，进而提出将对比分析的方法以及偏误分析的相关观点融入对外汉语教学中去，
然而在具体的教学实践中，如何融入、如何操作方面，却未能得到较为深入的探讨。目前，可以看到的是崔亚丽(2010)、林文月(2012)
提出了多项状语教学的总体设计和具体的教学设计;肖文绮(2014)结合初级阶段学生习得状语的正确率得出了难度等级排序，并考察了教学大
纲及相关教材中状语的设置情况，在此基础上提出建议。但这些工作与实际的教学相比，还远远不够。理论结合实践，在对外汉语教学上，也还有一
条较长的路要走，我们不仅需要注意更进一步地把第二语言习得理论应用到对外汉语多项状语教学中来，也需要注意研究怎么把相关理论运用起来，
从“应该做”逐渐转变到“怎样做”上来。(三)偏重对比分析、偏误分析理论的应用，习得规律探讨不够目前的研究大多侧重于应用对比分析
、偏误分析理论的相关知识，而学界对第二语言习得顺序理论应用还不够广泛，大多学者限于从“习得”角度去考察学生在习得多项状语的过程中出
现的问题。也有相关人员开始关注学生多项状语的习得顺序情况，如尉腊·暾盖(2006)、江竹青(2008)、肖文绮(2014)等，其中
肖文绮总结出了学生习得汉语状语的难度等级排序。但总体来说，学界对学生的习得多项状语的顺序，或者说习得规律，进行深入探讨的还不太多。
(四)偏重汉语知识的描述，应用本体知识进行实践的少在对外汉语多项状语教学的研究中，有学者对汉语多项状语的相关知识进行了系统的描述(
如多项状语的定义及分类、构成成分、项目类别、排列顺序等)，还有学者在论述的时候结合了汉语理论知识，如肖莉(1996)应用了“轨层理
论”,徐富平(2005)采用不同类别状语的句位表述情况为基础，李薇(2011)应用了“象似性理论”、曹地(2011)则结合句法、语
义、语用层面的理据情况来论述。然而把这些相关理论知识，较好地结合到对外汉语多项状语教学中的研究，几不可见。人们对汉语多项状语的研究
已经逐步深入，我们需要进一步加强对相关理论知识的应用研究，更好地指导教学实践。四、结束语文章对近20年来对外汉语多项状语教学的
研究现状进行了综述，并在此基础上指出了目前对外汉语教学界，在多项状语教学研究中存在的不足，认为这些不足从整体上表现为：研究深度不够
，研究取向失衡。实际上是提倡我们应该进一步重视以下方面的研究，即扩大研究对象的区域范围、加强第二语言习得理论的教学应用研究、深化对
学生习得规律的探讨、深入运用汉语本体知识的教学实践研究。Anadverbial,theimportanceofteach
inginteachingChineseasaforeignlanguageAsscholarsofmulti
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hatmultipleadverbialsofcomposition,theorderisverycomplex
,atthesametime,alsofoundthatmanyChineseadverbialofco-
occurrence,needaccordingtothesemanticnearby,scope,timese
quencecontrolprinciple.InteachingChineseasaforeignlangua
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andthelogicofthinkingofChinesehabit,fromdifferentangles
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llywrittenexpression)thatthecommunicationstylehasalotof
help.However,thecomplexityofmultipleadverbialsitselfinto
foreignstudentslearningChineseaswellastotheteachingChi
neseasaforeignlanguage.LookfromthepracticeofteachingChi
neseasaforeignlanguage,foreignstudentsinlearningChinese
multipleadverbialsoftime,oftenappearsimilartothe"xiaohua
learnbeforeinBeijing.\Linteachersgivestudentsusuallype
rformmartialartsatthegym.\brothermaynotbejustgooutt
oplaywithyourpartner.\hehadprobablynotbeingplayedats
chool."Theerrors.Thus,withthedeepeningoftheforeignstude
ntslearningChinese,especiallywhenstudentsenterthemiddlea
ndseniorChinesecourselearning,teachingformultipleadverbia
ls,shouldalsobeonthebasisofrelyingontheChineseontolog
yresearchreceivedcorrespondingattention.Second,thestatusqu
oofmultipleadverbialsteachingChineseasaforeignlanguageIn
theteachingChineseasaforeignlanguage,teachingresearchin
volvesmultipleadverbials,searchabletotheearliestliterature
isShirley(1997)oftheorderandlogicofmultipleadverbials
characteristicsandteachingChineseasaforeignlanguage".So
far,theacademicstudyofmultipleadverbialsteaching,mainlyc
oncentratedinthefollowingrespects.(a)multipleadverbialsand
teachingChineseasaforeignlanguageIn1997,msxiaofromthe
perspectiveofteachingChineseasaforeignlanguageformultipl
eadverbialsofrelatedresearch,thearticleclosely"nationalc
ultureandlogicthinking"totalkabouttheorderofthemultila
yeradverbialproblems,andpointsoutthatstudentsintheuseo
fmultipleadverbialsmainambiguity,semanticinconsistency,sem
anticinexplicablethreeproblems,theauthoronthebasisofthe
analysispointsouttheimportanceofmultipleadverbialsteachi
ng.CombiningwithpracticeofteachingChineseasaforeignlang
uagetotalkaboutanumberofadverbialteachingproblem,insuff
icientisnotbasedonthis,advancesthecorrespondingteaching
Suggestions.Cheng-longcao(2007)fromtheperspectiveofcultur
e,rhetoric,affirmedtheparticularityinaccordancewiththete
achinginteachingChineseasaforeignlanguage,thelevelofpr
imaryandintermediatestagesofChinesestudentsputforwardthe
teachingideasofmultipleadverbials,andputforwardshouldbe
throughtheabilitytohelpstudentsformlanguagesenseteachin
gauxiliarymultipleadverbials,astohowtobycultivatinglang
uagesenseformultipleadverbialsofteaching,theauthorsdono
texplicitlyputforward.Twoscholarsformultipleadverbialsre
achedaconsensusontheimportanceofteachingChineseasafore
ignlanguage.Anothercao,Daniel(2011)fromtheChinesewordor
der,accordingtotheaspectsofmethod,fromthreeaspectsofse
mantics,pragmatics,clausestotheteachingofChinesewordorde
randitsreasonsarediscussed,inordertoputforwardtheteac
hingofChineseasaforeignlanguageshouldnoticeaccordingto
theapplicationofwordorder.(2)withmultipleadverbialsteachi
ngsecondlanguageacquisition1.Hancomparedwithmultipleadver
bialsteachingAsdomesticapplicationofcontrastanalysistheory
,manyscholarsindifferentnationalteachingobjectstomultipl
eadverbialsputforwardopinionsandSuggestionsofteachingChi
neseasaforeignlanguage.FirstBeijingseedlings(2005),Chen
su-huawang(2008),ShuHuanHuan(2010),DengShiwen(2011),sever
alresearchers,basedonChinese,Thaimultipleadverbials,onth
ebasisofcomparativeanalysis,afewresearchers,theThaistud
entslearningChinesemultipleadverbialsoferrorsofthediffer
entlevelsofcomb,andputforwardthecorrespondingteachingpr
inciple,techniqueorsuggestion.OtherwiseYeLiangying(2008)f
romthemacroandmicropointofview,throughtothehan,thewo
rdordertypeandtracktheirsentencestructureanalysis,tocom
parethedifferencebetweenChineseandArabicwordorderinase
ntencelevel,finallyputforwardthewordordercontrasttoteac
hingguidingsignificance.Inpedropabloarroyoalba(2012)from
thedefinitionandclassification,thelexicalcomposition,mark
andtheorderofChinesecomparedwithmultipleadverbialsofro
mancelanguage,andcombouttheerrorscausedbytwofactors,na
melythenegativetransferoflanguageandrulesofgeneralizatio
n.Ingeneral,theabovescholarsbasicallyfocusonthetwolang
uagesinmultipleadverbialscontrast,aftercombiningtheerrors
madebystudentsinthedescriptionandanalysisoftherelative
degreeisnotdeep,butfortheteachingSuggestionsinvolvingb
asicnotordidnotdetail.2.Theacquisitionerrorswithmultipl
eadverbialsteachingMultipleadverbialsofteachingChineseasa
foreignlanguagebasedonthetheoryofthebiasanalysisresear
ch,questionnaireandscholarsor,oruseofHSKcorpusanalysis,
thedifferentnationalitystudentsintheprocessofacquisition
multipleadverbialsofbiasarediscussedinthispaper,summed
upthecomplexityofnegativetransferofmothertongueandtarge
tlanguageknowledge,teachersexplain,teachingmaterialhandlin
gofknowledgeandsoonseveralbigerrorsreasons,putforward
theteachingprincipleofmultipleadverbials,suchas"fromeasy
tocomplex,fromeasytodifficult,progressive"principle,and
putforwardthe"stressingthecultivationoflanguagesense,the
interpretationprecision"andotherteachingSuggestions.Wecan
offerthefollowingareas.(1)forsouthAsiancountries.Related
researchintheregionisgivenprioritytowithstudyofThais
tudentssituation,suchascommandantlaTuncover(2006),Jiang
Zhuqing(2008),ya-licui(2010),YinZhengli(2011),LinWenyue
(2012),NapatsiriKitti-varasar(t2012),XieJian(2012),FengT
ong(2014),LiuXiu(2014)andsoon,mostlyabovetheauthoruse
thecontrastanalysistheorytothesituationofhantaimultipl
eadverbialscontrast,manyauthorsisthroughthequestionnaire
surveywayofobtainingcorpusanalysis,concludedthatbiastype
thenconcludebiasreasons,finallyitisconcludedthatthetea
chingcountermeasures.Inaddition,therearetheauthor,suchas
commandantlaTuncover,fromtheAngleofdifferentprojects,m
anyofthetwolanguagesadverbialsituationhascarriedonthed
etailedinvestigationanddiscussion,suchasya-licui,LinWeny
ueputforwardthecorrespondingteachingdesign,andtrytoexpl
orethestudentsacquiretheruleofmultipleadverbials,etc.An
otherauthor,suchas:yan-feitang(2011),nguyenthijademei(
2012),lilotus(2012),QiaoWenhuang(2012),lineYuHua(2013),
XuFuping(2005),MouYanLin,YanXiaoRong(2012),blueAmericanan
dBritish(2011),respectivelyinVietnam,Indonesia,Singapore,
myanmarstudents''acquisitionofChinese,theessaydiscussesthe
situationofmultipleadverbials,andhavetheirowncharacteris
tics.Multipleadverbialsyan-feitangforstudentsacquisitiono
fdifficultprojects,suchas"the"words","words,putforward
thecorrespondinglearningstrategies;XuFupingontheinvestiga
tiontothestudentslearnedanumberofadverbialerrors,withm
ultipleadverbialsinChineseandIndonesianformulatedbasedon
comparisonbetween;BasedonstudyofVietnamesestudentsmoresi
mplecontrastthetypesoferrorsafteranalysis,andputsforwar
dSuggestionsonteaching;MouYanLin,YanXiaoRongsuggestsdiffer
entgradestudentsonmultipleadverbialserrorsoccurratehave
largerproportion;WhiletheusandUKisforBurmastudentslear
nedChinesemultipleadverbialsinthecauseoftheerrorsarean
alyzedindetail,andpointsoutthatshouldpayattentiontothe
studentsintheprocessofacquisitionofthedifficultyofand
carefulanalysis,throughpractice,guideandcultivatelanguage
sensetoimprovetheteachingeffectofChinesemultipleadverbia
ls.(2)facingnortheastAsiacountries.Theareafornativelangu
agebackgroundastheKoreanandJapanesestudents.Inviewofth
enativelanguagebackgroundforKoreanmainlyinvolvingnorthKo
reaandSouthKoreatwocountries,suchas:white(2006),ling-li
nghou(2008),HouYoulan(2008),PiaoJingYu(2011),xuhua(2014
).HaveotherZhaoShuli(2011),WangWenhan(2012),TangBo(201
3),etc.,forthebackgroundforJapanesestudentstostudytheir
mothertongue.Above,theauthormostlyappearedtothestudent
thetypesoferrorsinthewrongorder,error,andfalsegenerati
on,suchasmissingAngleareclassifiedandthecausesoftheer
rorsappearfromtheinterpretation,tovaryingdegrees,fromtea
chers,textbooksandreferencebooks,teachingmethods,students
teachingcountermeasuresareputforward.(3)fortheEuropeanand
Americancountries.Mainlyasdescribe(2011),li(2011),Joyce
(2012),liiske(2012),forstudentstostudyEnglishistheirm
othertongue,mostauthorsforstudentsconductedaquestionnaire
survey,describealsowidenedthecorpuscollected,inaddition
totheHSKcorpusalsojoinedtheinvestigationobjectblogcorpu
s.RenZhixuan(2011),XieYangyang(2014)tothestudentofSpan
ishacquisitionconditionsarestudied,suchasRenZhixuanfors
tudentslearningChineseattributive,adverbialandcomplementwo
rdorderoftheerrorswereanalyzed,andputforwardthecorresp
ondingteachingcountermeasures.OtherwiseTanMin(2012),YuWenY
antonativeGerman(2014)isforstudentstostudytheacquisiti
onof,includingTanMininthequestionnairesurveyandanalysis
onthebasisofthecombinationofHSKdynamiccompositioncorpu
s,accordingtothedifferentpartsofthesentencetosummarize
theerrorsmadebystudents,itisconcludedthatstudentsbecaus
eofthenegativetransferofmothertongueandtargetlanguagew
ordordersystemiscomplex,thelevelofteachingandtextbookw
ritingproblemscausedbyerrors,andputsforwardtheteachings
trategy.(4)tocentralAsiancountries.FanJin(2012)totherock
sinthedryChinesemultipleadverbialsacquisitionstudentslea
rningstrategiesarestudied,aftertheacquisitionerrorsforex
ampleanalysisofthestudents,theauthorputforwardshouldatt
achgreatimportancetotheteachingoflearningstrategies,thus
improvetheeffectivenessoflearning.(5)forSouthAmericacoun
tries.NowcanseeZhuRuihua(2011)againstBrazilstudentslear
nedChinesesubject-predicate,attributive,adverbial,complement
sequenceoferrorsareanalyzed,atthesametime,fromthepers
pectiveoflearners,teachingandlearningenvironmentisputfor
wardthecountermeasures.Third,multipleadverbialsteachingChin
eseasaforeignlanguagestudyMultipleadverbialsofteachingCh
ineseasaforeignlanguagestudy,onthewholeperformanceasth
eresearchdepthisnotenough,theresearchorientationimbalanc
es,inparticularcanbesummarizedasthefollowingpoints.(a)l
ayparticularstressonthestudents''acquisitionofsouthAsian
countriesandotherregionsFormultipleadverbialsinteachingCh
ineseasaforeignlanguagetoreviewfoundthatthestudiesont
hepeoplefortheEuropeanandAmericancountries,Asiancountrie
sespeciallysouthAsianstudentsstudywww.sh-bj58.comwww.lin-j
ian.cnwww.dingyh.cnaccountedforlargerproportion,whichisgi
venprioritytowithThaistudents.China''scomprehensivenationa
lstrengthenhanced,studentsstarttolearnChinese,andmanyco
untriesintheworldoverseasChinesehanban,countries,universi
tiesandsomerelevantintermediarystructure,tosendChinesete
achersandvolunteersfromallovertheworldeveryyeartoteach
abroad.Therefore,inadditiontocontinuetofocusonstudents
hasbeeninvolvedinAsia,EuropeandtheUnitedStatestherelev
antcountries,alsodealwithrelatedcountriesinAfrica,South
AmericainvestmentfocusonteachingChineseasaforeignlanguag
esituation,tofurtherexpandthescopeofresearchinvolvesthe
object.(2)oflayparticularstressonintroducingthetheoryof
secondlanguageacquisition,teachingapplicationresearchWitht
heintroductionofsecondlanguageacquisitiontheory,thecompar
ativeanalysisofChinesescholars,errorsanalysis,acquisition
ordertheoryisappliedtothestudyofteachingChineseasafor
eignlanguage.AcrossmultipleadverbialsofteachingChineseas
aforeignlanguagestudies,scholarshavepassedfromthesimple
ChineseaftercomparedwithdifferentlanguageteachingSuggestio
nsatthisstage,tothecomparisonandanalysis,errorsanalysis
andacquisitionorderintegratedapplicationofrelatedtheoryt
otheteachingpracticeofthestage.Mostresearchersusedtheab
ovetheoryandanalysisofstudents''mothertongue,Chinese,and
throughanalyzingthecorpuscollectedforerrors,andthecompar
isonanalysismethodandtheanalysisoftheerrorsrelatedtovi
ewsinteachingChineseasaforeignlanguage,butintheconcret
eteachingpractice,howtoblendin,howtooperate,failedtog
etamorein-depthdiscussion.Now,youcanseeisya-licui(201
0),LinWenyue(2012)putforwardtheoveralldesignofthemulti
pleadverbialsteachingandspecificteachingdesign;XiaoWenQia
dverbial(2014)combinedwithprimarystagestudentsacquisition
accuracyobtainedthedifficultylevel,andinvestigatestheteac
hingoutlineandtherelatedteachingmaterialsinthesettingof
adverbial,onthebasisoftheadviceisputforward.Butcompar
edwiththeactualteaching,thisworkdidnotgofarenough.The
orycombinedwithpracticeinteachingChineseasaforeignlangu
age,alsohasalongwaytogo,wenotonlyneedtopayattention
tothesecondlanguageacquisitiontheoryfurtherappliedtomul
tipleadverbialsofteachingChineseasaforeignlanguage,also
needtopayattentiontoresearchhowtoapplythetheoryrelated
toshiftgraduallyfrom"shoulddo"to"howtodo".(3)theempha
sisoncomparisonandanalysis,theapplicationoferrorsanalysi
stheory,theacquisitionoflawstudyenoughThepresentstudymo
stlyfocusesontheapplicationofthetheoryofcomparativeanal
ysis,errorsanalysisofrelatedknowledge,andtheorderofthe
academiccirclesofsecondlanguageacquisitiontheoryisnoteno
ughwidelyused,scholarsmostlylimitedtovisittoastudentfr
omtheperspectiveof"acquisition"intheprocessoftheacquisi
tionofmultipleadverbials.Haverelatedpeoplebegintopayclo
seattentiontotheacquisitionorderofmultipleadverbialsfrom
thestudent,suchascommandantlaTuncover(2006),JiangZhuqi
ng(2008),XiaoWenQi(2014),etc.,includingXiaoWenQisummarizes
thedifficultylevelofChineseadverbialsortstudentsacquisit
ion.Butgenerallyspeaking,theacademiccirclestothestudents
''acquisitionorderofmultipleadverbials,www.ysdlwl.cnwww.ysdl
i.cnrule,oracquisitionofin-depthstudiesarealsonottoomu
ch.(4)layparticularstressonthedescriptionoftheChinesel
anguageknowledge,carriesonthepracticeofapplyingontologyk
nowledgelessinmultipleadverbialsinthestudyofteachingChi
neseasaforeignlanguage,havetherelatedknowledgeofmultipl
eadverbialsinChinesescholarsaredescribedinthesystem(suc
hasthedefinitionandclassificationofmultipleadverbials,co
mposition,projectclass,order,etc.),andscholarsinthispapercombinesthetheoryofChineseknowledge,suchasmsxiao(1996)applicationlayertheory""rail,XuFuping(2005)withdifferentcategoriesofadverbialwordsofdescriptionasthefoundation,liwei(2011)appliedthe"iconicitytheory",cao(2011),incombinationwithsyntax,semanticsandpragmaticslevelaccordingtothesituationtodiscuss.Buttherelevanttheoreticalknowledge,bettercombinationtotheresearchofmultipleadverbialsofteachingChineseasaforeignlanguage,afewarenotvisible.FormultipleadverbialsinChineseresearchhasprogressed,weneedtofurtherstrengthentheapplicationresearchofrelevanttheoreticalknowledge,tobetterguidetheteachingpractice.Four,theconclusionArticlesfornearly20yearsofmultipleadverbialsofteachingChineseasaforeignlanguageresearchstatusaresummarized,andonthisbasispointsouttheteachingChineseasaforeignlanguage,inanumberofadverbialshortcomingsinthecourseofteachingandresearch,arguesthatthesedeficienciesontheoverallperformanceis:theresearchdepthisnotenough,researchorientationimbalances.Isactuallyadvocatedweshouldfurtherattentiontothefollowingaspectsoftheresearch,namely,expandingthescopeofthestudyarea,strengtheningtheteachingapplicationresearchinthetheoryofsecondlanguageacquisition,deepentoexplorethestudents''acquisitionlaws,theteachingpracticeofChineseontologyknowledgefurtherresearch. |
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