The Teaching Research On The Pragmatics Of The Expression Of Spatial Relationship Between Objects

How to ask directions is a mission of elementary speaking course.Teachers hope that overseas students will master all the different waysto ask for directions by practicing the sentences only. Actually, thiskind of teaching methods cannot make it happen like the way teachersthought. Foreigners could easily read or write the sentences, but to askdirections all by themselves in real life is not quiet appropriate. Havinglanguage classes should be a short way to learn the law and to use itcorrectly. Especially in speaking courses, students long for receiveddirections of right ways about speak. And everyone cannot avoid askingways from strangers, also different person will get different destination.Because of what they would like to ask in particular sentence in Chinese.The huge distinction is the key point for teachers to teach. Many askingsentences appear in the initial stage of Chinese textbooks, but conditionsof use and pragmatics distinction did not appear correspondingly. Thisis the cause of confusing.On the basis of previous studies, we re-do the sorting andclassification about asking sentences of asking directions in currentinitial stage of Chinese textbooks, and analysis the conditions of useand pragmatic semantic distinction of each kind of sentence combined ofcognitive linguistics figure-ground theory.In the communication of asking ways, the destination is the figure,the position of destination is the ground.There are four different kinds of sentences distinguished bystructure. They are the sentence with word “there”, the sentence withword“at”，the sentence with word“how”, and other sentences. When thedestination is some place, we use the “there” sentence; when the destination is the one, we use the “at” sentence; the “how” sentenceis used to ask about the path and the means of transportation. Simultaneously there is a cognitive order between different kinds ofsentences. There are three stages of asking directions. The first isasking if the destination is existed at the ground, in which we use“there”sentence. And then we need clear the position of this destination, we use“at” sentence or “where” sentence; At last, we need massages aboutthe path and means of transportation,“how” sentence can be used. Touse which kind of sentence influenced by the information questioneracquires.Because the destination and use of the asking-way will influence onthe choice of sentences of the asking-way, we suggest that to distinguishthe destination and the condition of asking-way to help foreign studentsto realize the difference and usage of sentences of the asking-way duringthe teaching process. In addition, the situation of the asking-waycommunication can strengthen links between the teaching and practice ofthe asking-way in order to connect learn with use effectively.