A Survey-based Study On The Use Of Chinese Negative Responses By Foreign Students

"Answer" is an important concept in the field of conversation analysis.It means that a conversation participants' responses to others."negative response"means conversation participants' responses standing contrast to others.In daily life,everyone is likely to deal with the situation of showing opinions that are different from others.To a students studying for higher education,the skill of debating is very necessary for academic discussion.Therefore,the thesis design four different topics including 20 opinions for each,in order to lead students to oppose,and then examine the situations of negative response learning of students in medium and high level.The thesis also will reveal the similarities and differences of the negative response learning of the students in the two levels.The thesis includes six chapters.The first chapter mainly introduces the theory of conversation analysis,stance triangle and dialogical syntax.In addition to the theory's main idea,their functions for the thesis will also be stated.The second chapter will introduce the situations of research.Chapter 3-5 will describe,calculate,and analyze the foreign students' application of negative item,subjects of item and the complete non-negative item clause.The sixth chapter discusses the errors of subjects and negative item in students' usage of negative response.According to Yin shichao's research in 2004,the thesis will first divide Chinese negative responses into two parts.The first part is "negative part",the other is "non-negative part clauses"."the negative part" refers to the negative words or the structure containing negative words which are able to show people's opposition attitude but are unable to reveal the focus of opposing.The "non-negative part clauses means all the clauses after the negative parts.However,Yin shichao's research didn't classified the negative parts and non-negative parts clauses in detail.The thesis,therefore,describes them more detailly according to the theory of"stance triangle" first,and then giving the opinion that the non-negative part clauses' subject all have the close connection with the initiation.The subjects'combination in non-negative part clauses are also included.Below is the main conclusions:Firstly,students in different levels have already possessed the ability of stating complicated negative responses,for different types of complicated descriptions can be found in the students usage of negative parts as well as non-negative parts clauses.Secondly,with the rising of level,some difference will occur.For instance,the amount of some relatively low level students' usage of negative-parts is significantly more that that of high level students.This indicates that after understanding the viewpoints of the initiation,the high level students prefer begin to describe the key points more straightforwardly.Relatively low level students,on the other hand,still get used to show their negative attitude with simple words or structures when trying to show opposite attitude with others.In the aspect of the usage of non-negative part clauses,the relatively low level students significantly use more non-negative part clauses than high level students.This means that when stating the key point opposite with others,the relatively low level students still rely on the simple structure negative response,the high level students,however,would like to more negative responses with more complicated structures.Regarding the usage of negative response using two clauses describe one subject,the high level students use significantly more than medium level students,this indicates high level students are able to use more complicated negative response from a different angle.Because when using the negative response that describing one subject with two clauses,different types of connection techniques are unavoidable.Therefore the high level students more usage of negative response that use two clauses to describe one subject also imply high students' better master of various connection techniques.Thirdly,to the students of the two level,the usage subjects of non-negative part clauses is more difficult.According to the data,the amount of errors related to negative part is only 86,but the errors of the subjects of non-negative part clauses is 525,and the errors appearing in the usage of non-negative part clauses increases with the rise of learning level,and more errors happen in the high level students'usage.This phenomenon is caused by the high level students prefer to use more complicated structures.In addition,the errors mostly exist in the usage of demonstrative pronoun and personal pronoun.Fourth,although some teaching documents just arrange small amount of negative description,but generally speaking,this kind of arrangement is somewhat proper.Teachers are able to utilize the existing resources to strength the students'negative description practices.For example,teachers can ask students to attempt to use different types of negative part of negative response and then explain the different semantic of them.The teachers also can let students to expand a negative part from simplicity to complexity,for making students understand the different pragmatic function between the negative parts with same semantic.About the teaching of non-negative part clauses,teachers might ask students to use the clauses with different subjects to finish the negative response.Some free debates can also be arranged in the class.In the process of debating,teachers should pay more attentions to students' descriptions with demonstrative pronoun and personal pronoun.When this types of descriptions appear,teachers should ask students the specific targets that the pronoun refer to.Lastly,students in different level are all capable to take advantage of complicated negative response when describe disagreement.However,both of the two group of students prefer to use relatively brief descriptions.When trying to complete a negative response,students in different learning levels are inclined to target at the description part of initiations.The main differences between the two groups are the students in relatively high level do better in the aspects of descriptions of complicated negative responses,and of producing the new information.