The Study Of Teaching Methods For The Conversion Of Rhetorical Sentences Into Declarative Sentences In The Middle And Advanced Stages

Because of complex expressive forms and rich pragmatic functions,the teaching of rhetorical questions has become difficult and key in teaching Chinese as a foreign language.Based on the previous studies,this thesis researches the rhetorical questions extracted from 17 present teaching Chinese as a foreign language textbooks.Applying description,analysis and induction methods,this thesis researches the reasoning process of rhetorical questions' implicit meanings in the study of foreign students and induces a new method of transforming rhetorical questions into corresponding declarative sentences.This thesis includes six parts:The introduction part explains the research background,purpose and significance and introduces the theoretical basis,research methods,framework and selection of data sources in this thesis.Chapter one summarizes the research results related to this thesis,which includes the ontological research achievements of the Chinese rhetorical question and the research results of teaching the rhetorical question in teaching Chinese as a foreign language.Chapter two sums up the syntactic structures and pragmatic functions of the rhetorical questions based on 17 present teaching Chinese as a foreign language textbooks,analyzes the three categories and ten kinds of syntactic structure of rhetorical questions and proposes the kernel function and five kinds of implicit functions of rhetorical questions.Chapter three investigates the foreign students' recognition and understanding of rhetorical questions through questionnaire survey and data statistics and concludes that the unclear understanding process of logical reasoning from the literal meaning to the implicit meaning is the main problem of the foreign students' comprehension of rhetorical questions.Chapter four combines the syntactic structure and pragmatic function of rhetorical questions to analyze its implicit meanings,and induces the method of transforming rhetorical questions into declarative sentences.Chapter five presents the reasoning process of the mutual transformation of rhetorical questions and declarative sentences in the teaching process through a typical rhetorical question type: "how could…" in order to suggest providing specific and vivid context in teaching Chinese as a foreign language.