The Study Of Chinese Stress Forms In Teaching Chinese As A Second Foreign Language

"stress"is a pragmatics conception, and the purpose is to use a special way to transmit the information(will, purpose, view and such kind of significant information)and break the linguistic convention for the sake of getting an unusual effect by giving psychological disturbance. A successful stress contains both the conveying purpose from the speaker and the response of the addressee. Because the speaker has the initiative, he can choose the stress form.There are in varied forms of stress forms. Stress forms are one of most special syntax phenomenon in Chinese, and simultaneously are the key point difficult point in teaching Chinese as a foreign language. We can easily find out the stress explanation in primary Chinese book for foreigners, however, from the survey we can find that even the students who are intermediate and advanced can not make use of stress form perfectly in pragmatics. The most difficult forms for the students are "shi......de" rhetorical question and "lian......dou/ye"Because of first language negative transfer, the misunderstanding of the knowledge, teacher's inaptitude teaching and the lacking of excising when the students learned the three stress forms, the students always puzzled when they need to judge and use the stress form. The students don't know the impose restrictions on syntax, semantics, and pragmatics, and always choose the wrong forms or leave "lian""de"out. We must realize the reasons of the biased errors.We believe, we have to compare the first language of the learners'and Chinese if we want to find out the biased errors and solve them cause most students who want to learn Chinese are adults. We must pay attention to the mother language positive and negtive transferThe first chapter is to summarize the study from other scholars and put forward the conceive of the paper. The second chapter is to compare the similarities and differences between ":shi......de" and "it is/was......that" The third chapter is to compare the similarities and differences between Chinese and English rhetorical question. The forth chapter is to compare the similarities and differences between "lian......dou/ye" and "even" The last chapter is to analysis the biased errors and propose the suggested teaching notes.