An Analysis And Exploration Of Pragmatic Instruction On The Expression Of "Request" For Second Language Learners Of Chinese

In real life, many students in the Chinese language is fluent, but the content is not very appropriate, appropriate, and sometimes even make the Chinese people feel very rude. This shows that foreign students need to know how to take appropriate language forms or strategies in a specific situation in order to achieve a proper mastery of language. This paper takes the Chinese request speech expression as an example, investigation of students in Chinese language acquisition "request"situation,through the analysis of students' problems, explore the pragmatic teaching strategies of Chinese "request"words, in order to improve the students' communicative competence.The introduction part introduces the purpose, significance and literature review of this research. The text is divided into five parts.The first part briefly introduces the theoretical framework: politeness principle theory and speech act theory.The second part summarizes the composition of Chinese "request" speech expression sequence, makes clear the strategy classification of Chinese"request" speech expression, and lists the correction methods of Chinese"request"speech expression.The third part, combining the analysis of the "request" speech expression of the above Chinese language, designed a questionnaire which involves 16 situations. The questionnaire survey was conducted to investigate the acquisition of "request" speech expressions by the first, middle, and third grade students, and compared them with the"request" expressions of the Chinese respondents. It is found that there are three problems concerning the students' lack of pragmatic knowledge, weak pragmatic awareness, and incomplete cognitive knowledge of language and pragmatics related to Chinese "request"speech expression.The fourth part based on above data, based on the analysis of the teaching syllabus and teaching materials, put forward the following suggestions on pragmatic teaching in Chinese words "request"to improve pragmatic awareness, pragmatic knowledge and understanding Chinese social culture as teaching objectives. The content of the teaching is arranged as a comprehensive sentence pattern, a complete introduction to the sequence, an analysis of the situation, an introduction to Chinese social culture and a great deal of interactive exercises. Explicit teaching is selected as the main teaching method. At the means level, we add the means of using authentic corpus, highlighting meta pragmatic information, input practice and output practice.The fifth part expounds the conclusion and generalizes the deficiency.I hope that through the above analysis and exploration, it can be helpful and reference to the teaching of Chinese Pragmatics, so that students can more freely and idiomatic expression of Chinese.