汉语特指疑问句及其对外汉语教学-汉语国际教育专业论文.docxVIP

华 中科技 大学硕 华 中 科 技 大 学 硕 士 学 位 论 文 II II 从特指疑问句认识教学、提问教学策略、答问教学策略和教学程序策略四个方面展 开。针对不同的偏误，设计不同的替换练习、补充练习、排序练习、修改病句练习 等。 以上各章内容构成了本篇的主要框架，本课题主要有如下创新： 1、辨析与特指疑问句同形句式的特点与规律，帮助学习者提高特指疑问句的学 习效率。 2、全面探讨特指疑问句的相关理论，以理论研究为基础，制定有效的教学策略 和方法。 3、设计有针对性的多样练习，满足不同学习者在不同学习阶段的练习需要。 关键词：特指疑问句 疑问代词 汉语国际教学 教学策略 III III Abstract This paper uses Cognitive linguistics theory, and three dimensional grammar theory, to study particular referring questions in international Chinese teaching. The Cognitive linguistics theory can help rational classification question pronouns, explain the semantic hierarchy of members of interrogative pronouns, and analysis of students learning in error of particular referring questions. Three dimensional grammar theory will help to analysis sentences which in the same pattern of particular referring questions in their similarities and differences, and design effective teaching strategies and purposeful practices. This paper is divided into six chapters, the first chapter is the introduction and the last one is conclusion, other chapters are as follows: Chapter 2 studies the structure of the particular referring questions and the way to ask and answer. Particular referring question include question tone, interrogative pronoun and query modal particles. According to the part of speech question pronouns, can be divided into nominal (who, what, where, where); predicate noun (how, how many/much, why); and special question word (which). Particular referring questions commonly used query modal particles “呢”. In normal circumstances, questions and answers have two kinds of types: complete type and focus type. We can correspond to question and answer in the same type, also can free to choose according to the context. According to the cooperative principle analysis, particular referring question answers can be divided into obey the cooperative principle and dont follow them. And the answer could be true or false. No matter questions or answers need to judge according to th