Non-doubt Usage. Foreign Students "which" Department Of Interrogative Pronouns Acquisition Research

In Modern Chinese the frequently-used non-interrogative usage of interrogative pronoun "Na" is one peculiar phenomenon in grammar. It is also an important and difficult point for foreign students who study Chinese as a second language to understand and master the non-interrogative usage of interrogative pronoun. From the point of view of TCFL, this paper analysis the usage frequency and the acquisition process of the non-interrogative usage of interrogative pronoun "Na". At last, we provide some advice on the arrangement of Syllabus and textbooks. Hope it can provide the beneficial reference to the majority of TCFL teachers.The dissertation can be divided into four parts:First, on the basis of sorting out the previous research on non-interrogative usage of interrogative pronouns, we divided non-interrogative usage of "Na" into four means: indefinite means, virtual means, continuity means, negative means, and meanwhile describe the usage of each meaning.Secondly, through the analysis of Chinese corpus and interlanguage corpus, we horizontal compared the use of the tongue speakers and the second language learners in non-interrogative usage of "Na". We do research about how the mother tongue and the level of Chinese make influence on the use of the frequency of "Na". We longitudinal inspect the right usage and the usage bias and the acquisition process of foreign students. We also try to constitutive draw up the CSL acquisition order of non-interrogative usage of "Na"Thirdly, on the basis of the questionnaire, both objective test and subjective evaluation, we do further research of the acquisition process of foreign students on non-interrogative usage of "Na". We compared the objective and subjective order of acquisition, finding that they amazingly consistent with each other. Neighter level nor the setting Questions affect them.We also compared the results of the questionnaire to the corpus-based results, and find that both methods lead to the same acquisition order, which is, from easy to difficult, virtual means>indefinite means>continuity means>negative means. Finally, we analysis the factors affecting the acquisition order and examine the existing syllabus and textbooks, also recommend a unified classification and a reasonable classification proposal.