Recessive Negative Pragmatic Analysis And Foreign Language Teaching

There is a special language phenomenon in Chinese, both sides of communication will use a subtle euphemism, the sure way to express negative intention in a certain context, in order to discourage, refused to negative effect, make the other party to terminate the are or will be action, ultimately avoid negative results, we will call this language "implicit negation". At present, in the field of Chinese teaching, negative problem has attracted more and more attention, but most of the research on implicit negation, mostly stay in ontology research, few scholars will be pragmatic problems of recessive negative and teaching Chinese as a foreign language to carry out combined research, implicit negation is a difficult problem in Chinese learning students, should cause enough attention of foreign language teachers.The introduction part mainly introduces the reason and significance of the topic, related research, research on the theory and method of. In order to find out the topic value. The first chapter we through literature, summed up the definition of implicit negation of negation, and the content of implicit negation is divided into negative conversation meaning and negative presupposition of two parts. Effect of pragmatic perspective and from the implicit negation, the form of implicit negation is divided into three categories, for example the analysis one by one, these three categories are: recessive tacit use speech form negative expression, using the vocabulary to express negation and the use of syntactic form of the implicit deny. The second chapter from the perspective of pragmatics, discusses the intention of pragmatic, pragmatic strategies and principles of pragmatics. The third chapter combining corpus, from the pragmalinguistic failure and sociopragmatic failure to explore two aspects of pragmatic failure of students implicit negation, and analyzes its causes. The fourth chapter through to the student errors analysis of negative tacit, put forward the corresponding negative teaching strategies.