Specific Interrogation In Modern Chinese And Foreign Language Teaching

Specific Interrogation has the highest degree of doubt in interrogation sentences, and it is also frequently used in daily conversation. Therefore, learners of Chinese cannot make conversation successfully if they are unable to use Specific Interrogation when they have questions or want to accomplish targeted answers to others. Based on the research of all aspects of the study of modern Chinese specific interrogation, the article systematically reviews the syntactic, semantic and pragmatic analysis of specific interrogation, and through the study of relevant syllabuses, textbooks and the form of questionnaire, in order to make people have a more profound understanding of Specific Interrogation, know the errors learner of Chinese have while they are acquiring the knowledge of specific interrogation and put forward proposals to students at the same time.Firstly, on the basis of the observation and analysis of large amounts of data from corpus, and in the view of interrogative pronoun, the obvious typological features of specific interrogation, the Specific Interrogation is divided into two categories. One is with interrogative pronouns, and the other is without interrogative pronouns. Moreover, according to the two different planes,"interrogate" and "ask", Specific Interrogation is divided into questions with interrogation and questions without interrogation. And through the research of frequently-used question without interrogation, the article concludes that Specific Interrogation can also have functions of expressing modesty and politeness, reminding and urging, contradiction, and dissatisfaction, besides using questions with interrogation.Secondly, examining the current syllabus of teaching Chinese as a foreign language, the teaching arrangements of comprehensive textbooks on specific interrogation, and students’ acquisition of Specific Interrogation through questionnaires, the result shows that the main reason is that the current syllabus and textbooks are in the lack of systematic and pertinence.Lastly, the article makes recommendations for solving problems existing in syllabuses, textbooks, and the issues that foreign students have when they are learning Chinese as a second language.