| In modern Chinese,the frequently- used non-interrogative usage of interrogative pronouns is richness in meaning and difficulty in usage.It is also a difficulty of grammar in teaching Chinese as a foreign language.Therefore we intend to study the acquisition process of the non-interrogative usage of interrogative pronouns of the foreign students and to give some advice for the teaching.With the intermediary language theory,the paper analysis the usage and the acquisition process of the non-interrogative usage of interrogative pronouns among the Indonesian students.It was based on the source of the inter-language corpus data and makes use of methods such as contrastive analysis,relatively correct utilization ratio and chi-square test and so on.At last,we provide some advice on teaching and the arrangement of program and textbooks.Firstly,with the contrastive analysis,we discovered that the non-interrogative usage of interrogative pronouns is used in Indonesian students as widely as in natives.And the utilization ratio of this usage is even higher in Indonesian foreign students than in natives.But they are with different usage inclines.The Indonesian foreign students prefer use relatively simpler ways of optional reference and imaginary meaning to the difficult usage of rhetorical questions.Secondly,with relatively correct utilization ratio and chi-square test we found that the five non-interrogative usage of interrogative pronouns belong to different sectors,and there is an inner acquisition order in learning it,however,with different orders in different interrogative pronouns.Finally,as to the various classifications of the non-interrogative usage of interrogative pronouns and the chaotic arrangements in program and textbooks,we advise to use unified classification and arrange the program by acquisition order.We also advise to use the proper teaching methods and arrange reasonable teaching order and explanation dynamics according to our study.
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