The Internal Differencrs And Teaching Strategies Of Interrogative Pronouns Expressing Reasons

The syntactic and pragmatic intersection of the interrogative pronouns "Zenme","Weishenme" and "Ganshenme" in modern Chinese has brought challenges to Chinese learners.In order to better improve the level of international Chinese teaching,we should strengthen the ontological research and comparative analysis of "Zenme","Weishenme" and "Ganshenme".At present,the research on "Zenme","Weishenme" and "Ganshenme" in the grammar circle is not enough,and there is also a lack of analysis from the perspective of international Chinese education.We will conduct a comprehensive and in-depth study of the interrogative pronouns "Zenme","Weishenme" and "Ganshenme" that indicate the cause,analyze the errors of "Zenme","Weishenme" and "Ganshenme" through the corpus and questionnaire,and propose targeted teaching strategies on this basis,with a view to providing some reference for international Chinese teaching.This thesis is mainly divided into six parts:The first part is the introduction,which introduces the reason and significance of the topic selection,research status,research methods and corpus sources.The second part is about the origin of the word formation and the origin of the reason meaning.First,the author traces the origin of the word formation of the three,and then analyzes the different origins of the reason meaning of the three.It is found that the reason meaning of "Zenme" is changed from the way meaning,and the reason meaning of "Weishenme" and "Ganshenme" is changed from the purposive meaning.The third part is the syntactic distribution and modal function.The syntactic distribution will be discussed from two aspects: syntactic distribution and co-occurrence with other words.The syntactic distribution can be divided into four cases: sentence beginning,sentence middle,sentence end and independent sentence formation.The co-occurrence with other words is mainly manifested in co-occurrence with the volitive auxiliary and co-occurrence with the negative word.The fourth part is the difference of applicable context,which can be subdivided into the context used to express dissatisfaction,the context used to express negation,the context used to express surprise,the context used to express suggestion and the context used to express praise.The fifth part is the error analysis of the interrogative pronouns that express the cause meaning.Based on the questionnaire,the author analyzes the confusion and error reasons of Chinese learners when they learn the interrogative pronouns "Zenme","Weishenme" and "Ganshenme".The confusion mainly includes: the confusion of "Zenme" and "Weishenme",the confusion of "Zenme" and "Ganshenme",the confusion of "Weishenme" and "Ganshenme".The confusion between "Zenme","Weishenme" and "Ganshenme".The main reasons for the errors are the negative transfer of mother tongue,the negative transfer of target language knowledge,the influence of avoidance strategies,the influence of learning environment and the complexity of interrogative pronouns that express the reason meaning.The sixth part is teaching suggestions,which will be discussed from three aspects:textbooks,teachers and students.