Particular Referring Questions In International Chinese Teaching

This paper uses Cognitive linguistics theory, and three dimensional grammar theory,to study particular referring questions in international Chinese teaching. The Cognitivelinguistics theory can help rational classification question pronouns, explain the semantichierarchy of members of interrogative pronouns, and analysis of students’ learning in errorof particular referring questions. Three dimensional grammar theory will help to analysissentences which in the same pattern of particular referring questions in their similaritiesand differences, and design effective teaching strategies and purposeful practices.This paper is divided into six chapters, the first chapter is the introduction and thelast one is conclusion, other chapters are as follows:Chapter2studies the structure of the particular referring questions and the way toask and answer. Particular referring question include question tone, interrogative pronounand query modal particles. According to the part of speech question pronouns, can bedivided into nominal (who, what, where, where); predicate noun (how, how many/much,why); and special question word (which). Particular referring questions commonly usedquery modal particles “呢”. In normal circumstances, questions and answers have twokinds of types: complete type and focus type. We can correspond to question and answerin the same type, also can free to choose according to the context. According to thecooperative principle analysis, particular referring question answers can be divided intoobey the cooperative principle and don’t follow them. And the answer could be true orfalse. No matter questions or answers need to judge according to the context and concreteanalysis them.Chapter3discusses how to differentiate and analyze the sentences in the same pattern of the particular referring question. Interrogative pronoun in these sentences doesnot mean doubt, but negative, arbitrary reference and virtual. In "who","what" and"where" refer to questions as an example. Summed up the analysis method as follows:Interrogative pronoun and interrogative mood do not mean doubt; the sentence with querymodal particles "吗" is generally not particular referring questions; Answer is notanswering question focus;"all" after interrogative pronoun is generally not particularreferring questions.Chapter4discusses the primary particular referring questions in teaching Chinese asa foreign language. Commonly used in teaching Chinese as a foreign language especiallythe arrangement of the interrogative sentences is orderly, pay attention to cooperate withrelated grammar points, however it also has some insufficient places, such as ignore thesyntactic semantic pragmatic, part of the sentence improper arrangement. When studentslearning to particular referring questions, they may have a loss of interrogative pronoun,query modal particles misuse, a mixture of interrogative prono un, word order error andother errors.Chapter5formulates the corresponding teaching strategies, and design practiceaccording to the errors made by students. Designing the teaching strategy from to knowparticular referring questions, ask the right questions, Q&A teaching program strategy.For different errors, to design different substitution practice, supplementary exercises, sort,modify, pragmatically exercises, etc.Content in the above chapters constitute the main frame of this topic, and it mainlyhas the following innovation:1Differentiate to sentences in the same pattern of the particular referring question ofcharacteristics and laws, to help learners to improve learning efficiency.2A full analysis of particular referring questions related theory, on the basis of theoretical research, make effective teaching strategies and methods.3Designing targeted diversity practice, to meet different learners at differentlearning stages of learning exercise requires.