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In the example sentence, there is no limit to how "big" the problem is, so it can be transformed into "no
matter how big the problem is, there is no fear", which is more helpful to understand the hyperbole of
this structure. It is more helpful to understand the exaggerated nature of this structure.

3. SUGGESTIONS FOR TEACHING CHINESE AS A FOREIGN LANGUAGE
3.1. Clarify the components of the modifier "再".
In the sentence "再X也Y", "再" can modify verbs, adjectives and some nouns, so international
students may understand what they want to express when they use it, but the output sentences are
biased and unclear about what components "再" modifies, for example, what components "again"
modifies, and how to use it. " modifies what constituent, for example:
*再遇 难也不要 。（遇 再多 难也不要 。）

From the syntactic analysis, this sentence is not wrong, but from the semantic point of view, the part
that is deepened should be "many difficulties", not "encounter", so we should make it clear to the
students that the semantic meaning and modification of the word "再" should be clarified in the
teaching. Therefore, in teaching, students should be given a clear understanding of the semantics of
"again" and what it modifies, which will help international students to express their ideas in Chinese
in a better way.

3.2. Utilize similar structures to assist teaching and learning
To a certain extent, "再X也Y" can be compared with "无论......都......" According to the principle of
step-by-step teaching, the classroom can be taught through the already learned "无论......都......" For
example, the teacher can first use the whole body reaction method, picture method and so on to let the
students say "无论这道题多难，我都会认真做。" The teacher can replace this with "这道题再难
我也会认真做。" to give students the fastest way to have a general understanding of the meaning of
this structure, and then give them several example sentences or contexts to help them practice this
structure and familiarize themselves with the use of the scenario. Finally, compare them with "无
论......都...... " and point out the similarities and differences between the two.

3.3. Clarify the fixed format and practice it a lot.
In teaching practice, international students make the following mistakes:
*再学习 语不是 易的事，你也不 ，我一 坚 你 成功的。
*再你有 力，你也整年都在努力工作。
Obviously, the international students have put "再" in the wrong place, which leads to the bias.
Therefore, when teaching Chinese as a foreign language, we can emphasize the fixed format of "S+再
+A/V/N，也+A/V", which not only explains the semantics, but also standardizes the output of
international students from the point of view of syntactic analysis, so as to reduce the occurrence of
this kind of bias.

4. CONCLUSION
This paper firstly introduces the origin of the topic and the significance of the research, and
summarizes the current research status of "再X也Y" from the angles of structural attribution and
semantic analysis, etc. Though there are still controversies about the attribution issue, a lot of scholars
have observed the research value of this structure, and have studied its semantics and pragmatics.
Secondly, this paper distinguishes several different types of this structure from the syntactic level by
using a number of example sentences according to the lexical properties of X and Y, discusses the
different constituents that can enter into X, summarizes the various features of this structure in the
light of previous studies, and puts forward a few suggestions on the teaching of this structure in the
teaching of Chinese as a Foreign Language by taking the example of foreign students' use of bias.

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