A Study On The Use Of Three Kinds Of Questions In The Primary Stage

"Yes-no" question, alternative question and affirmative-negative question have taken an important role in Teaching Chinese for foreigners as the second language. They’re also the most common syntactic structure for foreigners to communicate in daily life.Based on the existing research of these three types of questions, the present thesis attempts to explore the structure and function of them, it divids each question into five sub-construction classification. We found out that in most of the circumastance,"Yes-no"question and affirmative-negative question can replace each other, showing differences in aspects like tone, tyle of writing and suspicion degree.However, only the relationship of the two options in the alternative question is positive-negative relation or antonymy, then the alternative question can replace some affirmative-negative question.According to the selected sub-construction, this thesis conducts a systematical research on the use of these sentence patterns in corpus of classroom discourse, we made the conclusion that the acquisition order of question learning is "Yes-no" question-affirmative-negative question-alternative question. Compared the use frequency of the question constructions by native speakers, we figure out that foreigners do not avoid to use of the constructions while overuse"Yes-no" question, alternative question at the meantime.Overall the error rate of three interrogative sentences are not high, the highest error rate shows in "Yes-no "question is the omission of "ma",whie the highest error rate shows in alternative question is to wrongly use conjuction word"Huozhe" in place of "Haishi".The confusing mixed structure of "Yes-no "question and affirmative-negative question contribute to the highest error rate in affirmative-negative question, making redundancy at the end by adding "ma"or "shi ma".In addition, we investigate teachers’tend to ask questions in oral class, the result shows that the students will consciously imitate the teachers’ construction of using interrogative sentences during the acquisition period. At the end, we investigate and compare the order of these three interrogative sentences listed in some textbooks and syllabus. The present thesis concludes some suggestions such as teaching order adjustment, emphasis on pragmatic function of the interrogative sentences, more attention of the teachers’language during the class and augment of the practice and annotation in the textbook.