The Pragmatic Function Of "V+Yi Xia2" And The Relevant Mistakes Of Middle And Advanced Level Chinese Learners

The "V+ Yi Xia" structure is widely used in modern Chinese spoken language.However,due to its complexity in semantics and pragmatic functions,Chinese language learners often make a lot of mistakes in it,Therefore,it is not only the focus,but also difficulty in teaching Chinese as a foreign language.Nowadays,there are not so many researches on this structure with many of them focused on semantic aspects,and less of them on pragmatics.This paper is mainly consists of the following five chapters:In the introduction part,the article mainly introduces the reason,significance,research methods and innovation of this paper.The first chapter is the research review and the theoretical support of this paper.The research review mainly focuses the research results on the syntax,semantics,pragmatics and teaching Chinese as a foreign language.Based on the previous studies on the structure.This paper focuses on the study of the structure of “V+ Yi Xia” from the perspective of speech act theory,politeness function and face theory.The second chapter is the analysis of the pragmatic function of this structure.Firstly,through the collection and collation of corpus,it is determined that the structure mainly appears in the instructional speech act,the request and the required behavior;the assertive behavior in the assertive speech act;the promised speech act Commitment behavior and blame behavior in expressing speech acts.Then,by combining the theory of face and the principle of politeness principle,this paper analyzes the politeness function,and finds that this structure is mainly that the issuer of speech act achieves courtesy.The third chapter analyzes the pragmatic failures of Chinese learners in this stage.By designing a discourse-complemented questionnaire to test the mastery and middlelevel learners’ mastery of this structural pragmatic function.The fourth chapter is based on the investigation of students’ pragmatic failures,and further analyzes the causes of pragmatic failures,and then proposes corresponding teaching strategies.