Studies On The Syntactic, Semantic And Pragmatic Of The Rhetorical Question

The rhetorical question is a commonly used type with various types and complicated function in Chinese, and it has been concerned by a lot of scholars all the time. The rhetorical question is difficult point and one of the focal points in teaching Chinese as foreign language too.This thesis attempts to make a research on the modern Chinese Rhetorical Questions from the multi-respects of syntax, semantics and pragmatics so that people can attain a general and profound understanding about the modern Chinese Rhetorical Questions. Finally we draw some research conclusions, and put forward the proposal which aimed at the teaching.The introduction partially established the research object, explained the reason of selecting the topic and the research significance, and introduced the language material as well the research methods and steps.Chapter I analyzes the respective inner relationships of variation inherent in the rhetorical question and general interrogative sentence, summing up the syntax structure feature of Chinese Rhetorical Questions. Analyzing the rhetorical questions with different structure types. Analysis of these different types and features reveal that, different sentence types possess diverse characteristics in structure, form and communication.Chapter II studies the premises required in the semantics and pragmatics of the rhetorical question. The writer probes the various factors influencing the formatting of the mood in the rhetorical question, as well as the relationships between the duality of semantics and the style in the context.Chapter III studies the pragmatic characteristics and the function of the rhetorical question. and then studies differences between the semantic and pragmatic aspects in the rhetorical question and the general interrogative sentence. Finally we give some suggestions to the Chinese teaching .The purpose is to find a interface between research and teaching of the rhetorical question, make difficulties in teaching rhetorical question broken through to some extent, make learners use the rhetorical question to communicate accurately and appropriately.