Teaching Research On The Usage Of Interrogative Pronouns Of "how" In Chinese As A Foreign Language

Nonspecific usage of interrogative pronouns is an important and difficult point in teaching Chinese as a second language,which is also a common category in the interrogative pronouns indicates non-questional sentence.As the interrogative pronouns "Zenme,Zenmeyang and Zenyang" for research object,based on the five common forms of nonspecific usage of "Zenme" which is divided according to foreign students interlanguage corpus,to study the teaching and the leaning of nonspecific usage of interrogative pronouns of "Zenme,Zenmeyang and Zenyang".Based on the foreign students interlanguage corpus,this text examines the use cases and the acquisition order of the five common forms of the nonspecific usage of "Zenme" in foreign students and finds a phenomenon that the students in advanced stage use less of nonspecific usage of the interrogative pronoun "Zenme".Foreign students in the initial and intermediate stages use more of the forms like "Buguan" and "Dou or Ye".When foreign students use the interrogative pronouns like "Zenme" to indicate nonspecific usage,there are more errors and omissions.Adopting the correctly use relative frequency and stage scoring method to explore the order of the five forms that foreign students have learned,to find the last phenomenon that overlaps in the acquisition process.Based on the foreign students questionnaire,the mistakes which foreign students made in the actual acquisition process are analyzed they have more mistakes made in the overlapping of nonspecific usage of interrogative pronouns.Through interviews with teachers' teaching content and methods,it is found that teachers mainly select teaching content based on teaching materials,and strengthen and consolidate the teaching content through scenarios,important and difficult points.In the teaching process,the inductive method or deductive method or the combination of deductive and inductive teaching methods are mainly used to carry out the teaching activities of grammar points.Combining the textbooks used by students with the syllabus for teaching Chinese as a foreign language,comparatively study the distribution of the five forms of the interrogative pronoun "Zenme" contains nonspecific meaning in the textbooks and the distribution of the textbooks and syllabuses.When the pronoun "Zenme" refers to nonspecific usage,it mainly appears in the specific format.The meaning and usage of the nonspecific usage "Zenme" in the format are only emphasized in the "Dou or Ye" forms.In the comments and texts,the order in which the format appears is "Zenme or Ye+V+Bu+Results">"Zenme V also VBu+C".In the practice setting,the textbook pays attention to combining mechanical exercises with meaningful exercises and communicative exercises,and the practice forms are rich.At the same time,practice the "Zenme or Ye+V+Bu+Results" format appears meaningless exercises.The spoken language format of "Beng or Buguan Zenme Shuo" in the outline is not reflected in the textbook.The lack of context in the second language learning and the fact that foreign students often neglect the objectivity of expressing the pragmatic meaning of the nonspecific usage of interrogative pronouns in the communication,choosing the situational method to do a teaching design of the "Buguan" form which had frequently used and making a teaching reflection.The study and practice of the sentence should be carried out throughout the situation.And the teacher should pay attention to the sentence structure,semantics and pragmatics of the sentence.At the same time,teaching suggestions are proposed from two aspects:textbook writing and practical teaching.Textbook writing should pay attention to improve the recurrence rate of grammar points and to explain the meaning of the interrogative pronouns in the sentence structure when it makes emphasis to the sentence structure and the pragmatic meaning.The teacher creates situation in the teaching process,making the sentence explanation more contextualized,the teaching content should timely supplements the pragmatic meaning,and the teaching methods should be more diversified.