Research On Rhetorical Question For Teaching Chinese As A Foreign Language

As a special sentence pattern, rhetorical question in Chinese is the key and difficultpoint for learning. In order to know the difficulty of learning Chinese rhetorical questionfor second language learners, we make an investigation in this paper.A brief combing of Chinese rhetorical question study is made in the first part and adetailed introduction of our investigation is made in the second part. According to thesurvey, the acquisition conditions of different markers and different pragmatic functionsare also different for second language learners. Learners have difficulties in learningChinese rhetorical question. Base on predecessors, we propose that it is necessary toreclassify Chinese rhetorical question from the pragmatic perspective in part three. And inthis paper, Chinese rhetorical question is classified as four pragmatic categories, namelyinduction, blame, remind and polite, which is based on the particularity of teachingChinese as a foreign language. In part four, we investigate the causes of difficulty inChinese rhetorical question acquisition from teaching material, class teaching andindividual factors of second language learners, and then put foreword some suggestions.