"Who Knows," Multi-angle Analysis And Teaching Ideas

In Chinese,"Shui zhidao"(谁知道)has three semantic types:the first one"Shui zhidao"(谁知道1)is interrogative pronouns plus verbs; the second one"Shui zhidao"(谁知道2)is used as a whole world; the third one "Shui zhidao"(谁知道3)is used as the discourse marker. While in the process of teaching Chinese as a second language, the author find that the students learning Chinese as a second language cannot use "Shui zhidao"(谁知道)correctly and the grammar books hasn’t explained "Shui zhidao"(谁知道)comprehensively. Moreover, the textbooks of teaching Chinese as a second language hasn’t presented the grammar structures of "Shui zhidao"(谁知道)totally. These are the basis on which the thesis is wrote.Befor starting the writing, the author made an all-round analysis about the corpus of modern and ancient Chinese of Peking University. This research discusses detailed semantic categories of "Shui zhidao"(谁知道)from the points of grammar and the combinations of the diachronic and the synchronic, description and explanation. At the end, the author puts up with some ideas about teaching "Shui zhidao"(谁知道)Chapter One introduces the content, meaning, object, present situation, methods and innovation of this research and the corpus sources.Chapter Two analyzes the lexicalization and grammaticalization processes from the angel of diachronic, generalizes the evolution path. Besides, it focuses on the motivation from the inside and outside language which promotes the diachronic evolution.Chapter Three discusses the distribution about three semantic categories of "Shui zhidao"(谁知道)and the features of those semantictypes. Furthermore, this research mainly distinguishes the three semantic types from the point of grammar.Chapter Four points out the utterance features of "Shui zhidao"(谁知道2)by anylizing the utterances in corpus. Then, it comes to the conclusion.Chapter Five mainly deals with the grammar features of "Shui zhidao"(谁知道3)and generalizes the pragmatic function of discourse markers by relevance theory.Chapter Six generalizes the mistakes of students learning Chinese as a second language through her own teaching experience. Then, it analyzes the concrete reasons and puts up with some practical teaching ideas.Chapter Seven is the conclusion of the main content and points out the deficiencies.