A Research On Acquisition Of The Non-Interrogative Usage Of "Zenme"

In modern Chinese, the non-interrogative usage of Interrrogative Pronouns is very rich, and the use frequency is very high, therefore the non-interrogative usage of Interrrogative Pronouns is always the emphasis and difficulty in teaching Chinese as a second language. For a long time, the research on the non-interrogative usage of Interrrogative Pronouns is more concerned about system research, while focus less on case studies. And existing case studies focus on the two typical Interrrogative Pronouns of "Shui" and "Shenme", while lack the attention to "Zenme" in the non-interrogative usage and acquisition order. Therefore, under the guidance of second language acquisition theory, we will utilize four means such as comparative analysis, correlation analysis and acquisition sequence analysis to study the corpus of Center for Chinese Linguistics PKU and the Chinese College of Jinan University. From the analysis of corpus, we get a general idea of the situation of the non-interrogative usage of "Zenme" mastered by foreigners. We hope our study can provide some beneficial references for teaching Chinese as a second language.The dissertation can be divided into three parts:Firstly, on the basis of sorting out the previous research on non-interrogative usage of Interrrogative Pronouns, we divided non-interrogative usage of "Zenme" into two usages:reference usage and pragmatic usage.Secondly, through the analysis of Chinese corpus and interlanguage corpus, we horizontal compare the use of the tongue speakers and the second language learners about the seven non-interrogative usage of "Zenme". We longitudinal inspect the acquisition process about the seven non-interrogative usage of "Zenme"of foreign students. We also try to draw up the acquisiton order of non-interrogative usage of "Zenme", which is, from early to late, discourse marker> expressive function> rhetorical question> virtual means> comprehensive means> illustrational means>degree.Finally, we investigate the existing syllabus and current textbooks, also recommend a unified classification, scientific description and reasonable classification proposal.