The Syntactic Expression, Pragmatic Strategy And Teaching Of Chinese "request" Speech Act

The Request Speech Acts is an important topic in the study of pragmatics,they are also an important topic in the study of teaching Chinese as a foreign language.This paper investigates the speech acts of different levels of Chinese learners in Italy by means of questionnaires,to analyze students' tendencies in pragmatic strategies and syntactic performance,to discusse and explores how to improve students' pragmatic levels.The survey results show:1.Chinese learners in different levels can implement the requested behavior in Chinese.However,pragmatic strategies and grammatical approaches used in different contexts converge.On pragmatic strategies they tend to use direct strategies.The higher the level of Chinese,the higher the proportion of other strategies,but the overall pragmatic strategy is relatively single.2.Use less auxiliary language.The use of auxiliary language is relatively single,with apologies,thanks and explanations as the main reasons.3.The general use of "I'm sorry" and "please" has caused students to be too embarrassed and spared in the implementation of their request.4.In terms of syntactic means,the most used in the core language is the imperative sentence,followed by the interrogative and declarative sentences,and the interrogative sentences with the words “Can you...”,“Can you...”,“Can you...?” The most commonly used sentence in the auxiliary language is a declarative sentence.Grammatical means are relatively single.5.With regard to the use of words,foreign students tend to use Shi as verbs and polite words and modal words,and modal words mainly include “you” and “ba”.6.The implementation of the student's request for speech acts is limited by the level.The higher the level,the better the mastery of the requested speech acts.