Interrogative Sentences And Their Teaching And Errors

There are four particles in Chinese:declarative, interrogative, imperative and exclamatory. They all have their representative syntactical structure. But not all structures match the corresponding particles. Many sentences have a format of one kind of sentence but at the same time express another particle. For example, our object of study, which is called Interrogative Imperative Sentence, has the format of interrogative sentence but expresses imperative particle. The object of our research is helping learners to speak more native Chinese. We analyzed statistics from CCL corpus and presented some teaching assumption. To verify this assumption, we carried out a teaching experiment which lasted for one semester and analyzed the result of the test. Error analysis is also used to analyze errors in the test and discover the reason of those errors, as well as to find ways of improve teaching.The Introduction of the essay includes our research object, research purpose, theory background, research methods and procedures. This part also includes the definition of Interrogative Imperative Sentence.Chapter1Research Review lists main recent research results of Chinese Imperative Sentence, includes definition, syntactic component, structure types, pragmatics functions and so on. But the amount of Interrogative Imperative Sentence research is very limited.Chapter2includes research on Interrogative Imperative Sentences with17kinds of interrogative marks. We list its main characters and pragmatic function features. We also describe pragmatic functions in different contexts of sentences with different interrogative marks. The functions include command, ban, suggestion, discouraged, request and so on.Chapter3describes the assumption of teaching design and the procedure of teaching experiment. We suggest that teachers teach different interrogative marks in a specific sequence and put emphasis on context. During the experiment, there are two groups of students, the experiment group which accept special teaching methods and the control group which accept normal teaching method, and the result of the exam shows that the students from experiment group do better on this language point than those who from the other group.Chapter4is mainly about the error analysis. According to the result of the exam, we conclude the types of students’ errors. There are two types of errors:grammar errors such as wrong interrogative marks, wrong position of specific words, etc. and pragmatics errors such as inappropriate tones, redundant interrogative marks, etc. We also analyze the reason for those errors from different aspects and raise suggestions such as putting emphasis on language comparison, paying close attention to context and teaching chunks, etc. These suggestions not only suits to teaching Chinese to English speakers, but also to other language speakers.At the end of the essay we conclude main opinions from three aspects and some deficiencies. More and better research work is needed in the future.