| Rhetorical question is a functional sentence with Chinese characteristics and is much appreciated by Chinese people. In the certain context, rhetorical question has a special pragmatic meaning which other phrasings have not. But in the Chinese Teaching, we found that it's very difficult to learn Chinese rhetorical question for most of the foreign students, they seldom use it or make many mistakes when they put them into practice.In order to solve this problem, this article studies on the traditional Chinese research and combines with the parctice of Chinese teaching as a second language, trying to find the crucial reasons to guide Chinese teaching fulfillment.This article chooses the Intermediate and high level foreign students from the Overseas Student Education Department of North East Normal University as respondents. The writer counts the frequency of rhetorical question occurrence in the textbooks that the students used from the primary level to advanced level, and on the base of the traditioanal Chinese rhetorical question taxonomy, determines the content of investigation is typical marked rhetorical question 13 types. This article adopts the methods that are questionaire survey and record the students'social conversation in order to analyze the the students'comprehension ability, evasion rate and application of Chinese rhetorical. According to the results, the writer tries to solves there problems. One is to analyse which types of Chinese rhetorical are easy or difficult for students learning and then find the reasons. Second is to analyse the evasion rate of different types and find whether the students from different cultural backgrounds will adopt the same evasion strategy. Third is to summarize their common-use types and the error types when the students use Chinese rhetorical question. Finally this article points out some suggestions which contains the design of teaching materials and classroom teaching of teaching Chinese as a second language. |
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