A Study On Interrogative Sentences In Short Term Chinese Textbooks

Question sentences are one of the most common sentence patterns in daily oral communication and serve as the foundation for ensuring smooth communication.For beginner international students studying Chinese,interrogative sentences are the key and difficult point in their learning.The effectiveness of textbook arrangement directly affects the results of teachers’ teaching and students’ learning,so studying the interrogative sentences in textbooks is particularly important.Since 2021,China has become the largest destination country for studying abroad in Asia,and short-term Chinese accelerated teaching has become a hot topic for studying abroad in the future.However,the selection and arrangement of question sentences in short-term accelerated Chinese textbooks have not yet received attention.My Chinese Classroom(Elementary)is a short-term comprehensive Chinese language textbook widely used in coastal areas where foreigners come to China.In view of this,this article conducts an exhaustive examination of the arrangement and selection of interrogative sentences in "My Chinese Classroom"(Junior).This article is divided into five chapters:The first chapter is an introduction.Firstly,the research background of this article is explained.Then,the ontology research of interrogative sentences,international Chinese education research on interrogative sentences,and the current research status of international Chinese education textbooks are analyzed.Finally,the research significance,research objects,and research methods of this article are explained.Chapter 2 is the ontological examination of interrogative sentences.Analyze the structural types of modern Chinese interrogative sentences in the textbook,understand the content and methods of explaining interrogative sentences in the textbook,examine the execution of interrogative sentence structures and interrogative words in "My Chinese Classroom"(Elementary)on the "Chinese Proficiency Level Standards and Grammar Outline",and count the number of interrogative sentences in the textbook.Chapter 3 is an examination of the arrangement of interrogative sentences.Mainly examined three parts: firstly,described and analyzed the language points of interrogative sentences,the order of appearance of interrogative words in the vocabulary table of textbooks,and the structure of interrogative sentences in the text;The second is to compare and analyze the arrangement order of interrogative sentences in the text with the acquisition order and ranking of interrogative sentences in Shi Jiawei’s "Study on the Acquisition and Cognition of Chinese Interrogative Sentence System for Second Language Learners";The third is to organize the practice methods of interrogative sentences and calculate the proportion of mechanical,comprehension,and communicative exercises.Chapter 4 is an evaluation and suggestions for the writing of interrogative sentences.Through sorting out the theoretical basis of textbook writing and the above research,it was found that there are some areas that need to be improved and improved in the arrangement and selection of interrogative sentences in "My Chinese Classroom"(beginner level).In response to the shortcomings in the structure of interrogative sentences,the order in which interrogative sentences appear and the order in which they are arranged in books,and the shortcomings in practice settings,corresponding suggestions are proposed.The study of interrogative sentences in "My Chinese Classroom"(beginner level)can enrich the research on interrogative sentences in comprehensive textbooks of short-term accelerated Chinese language textbooks.Optimizing the selection and arrangement of interrogative sentences in textbooks can improve the writing system of textbooks and better guide training institutions in short-term accelerated Chinese teaching practice.