| The interrogative pronoun“??”is used more frequently and more complicated in modern Chinese.And it is one of the most important and difficult points in the teaching of Chinese as a foreign language.Studying the acquisition of“??”by overseas students is helpful to help us better carry out the teaching of interrogative pronoun“??”.According to the classification of syllabus and reference books,combined with the corpus of Chinese native speakers,we divided the usage of“??”into two categories,interrogative usage and non-interrogative usage,which were further divided into seven categories,representing method,representing reason,representing situation,representing arbitrary reference,representing empty reference,representing rhetorical question and representing degree.In interrogative usage,“??”is mainly used as adverbial of manner and adverbial of cause.In the former,the position of“??”is fixed,while the position of“??”is flexible in the latter.It can be located at the beginning of a sentence or at the middle of a sentence.When "how" representing situation,it is used as predicate or attribute at restricted condition.When "how" representing arbitrary reference in non-interrogative usage,the most common sentence structure of“??”is:(No matter)...how...still/also...When the preceding conjunctions,no matter,are omitted,the "all/also" should not be omitted.When representing empty reference,“??”refer to the unspeakable content and the verb before it usually related to learning or psychology.When "how" representing rhetorical question,it conveys the emotion of the speaker and expresses the attitude of affirmation,negation or surprise.Combined with negative verb“?”,“??”representing degree to weaken the degree of negation,and the tone is relatively euphemistic.Based on the statistics and analysis of the relevant corpus of HSK dynamic composition database,the situation of overseas students acquiring the interrogative pronoun“??”is as follows:the usage frequency of non-interrogative usage is greater than that of interrogative usage,and the overall situation of errors is the same.Among the four kinds of errors,overrepresentation,omission,addition and disorder,the frequency of overrepresentation of the interrogative pronoun“??”is the highest.It often occurs with interrogative pronoun“???”,“??”and“???”and demonstrative pronoun“??”.The reasons for the errors of overseas students include:the negative transfer of mother tongue knowledge,the negative transfer of target language knowledge,and the most common confusion with other words.In the "Chinese Syllabus for Foreign Students in Colleges and Universities(Long-term Advanced Study)" and "Outline of Chinese Proficiency Grade Standards and Grammar",the teaching arrangement of interrogative pronouns is in the primary stage,and the arrangement of“??”is in the "exhaustive expression" of the grammar projects like "interrogative pronouns".They don't make any further division to explain what“??”is asking.In the non-interrogative usage,both outlines clearly indicate the usage of arbitrary reference and empty reference.In "Development Chinese(Second Edition)"(Comprehensive Textbook)and "HSK Standard Course",the teaching of“??”is mainly distributed in the primary stage,there are few comments on the usage of questions,the practice settings are mostly sentence exercises,and there is a lack of comparison analysis.Based on the analysis of errors and the arrangement of teaching materials,some suggestions are put forward for the compilation of textbooks.First,the classification of usage should be comprehensive,and attention should be paid to the teaching of non-interrogative usage.Second,the grammatical rules should be refined and the annotations should be enriched.Third,the arrangement order of different usages should be optimized.And fourth,word analysis and practice settings should be increased.It is recommended that teachers can combine situational teaching and help students summarize the format during teaching and increase the content of comparative teaching. |
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