Research and analysis on the teaching of ambiguous sentences in Chinese as a second language learner

Abstract

Ambiguous sentences as a difficult point in the teaching of Chinese as a foreign language have always affected the two-language acquisition of two-language learners, this paper analyzes based on the bias in the process of two-language acquisition, uses observation method and causal analysis method to analyze the causes of ambiguous sentences as research points, and finds that the classification of traditional ambiguous sentences is mostly carried out at three levels, but the ambiguity of two-language learners in addition to three planes also includes the difference between pronunciation and vocabulary and puts forward the following suggestions from the perspective of Chinese international education: pay attention to the choice of words 3. Pay attention to word order teaching, appropriate use of punctuation, appropriate change of sentence pattern. I hope to contribute to the development of ambiguous sentence teaching in Chinese international education.