"Implicature" In HSK Intermediate Listening Questions And Its Teaching Strategies

The phenomenon of implicature exists in all kinds of languages,and Chinese is no exception.Foreign students often feel confused about the utterance with overtone and can’t understand the real meaning in the utterance,so they can’t make the conversation go smoothly.Therefore,we should pay more attention to the foreign students’ understanding of the overtone.However,the main achievements in the research of the combination of conversational overtone theory and second language teaching are related to English teaching,and there are few researches on conversational overtone theory applied in the field of teaching Chinese as a foreign language(TCFL).In particular,there is less research combined with the teaching of Chinese listening.Therefore,it is necessary to apply Grice’s conversational overtone theory to the teaching of Chinese as a foreign language.This paper attempts to sort out and analyze the investigation of the phenomenon of overtone in 24 sets of HSK listening questions and finds out the strength of the investigation of the overtone in the real question and the means by which these overtone are expressed.And by testing the 24 sets of real questions containing the phenomenon of implicative language,we can find out the understanding of the foreign students on the overtone of words.Finally,on the basis of this,it puts forward some teaching strategies on how to improve the ability of understanding overtone.The first part of the paper is the introduction,focusing on the significance of the topic,writing content and methods,and briefly related to the theoretical basis and research status.The second part of the thesis is mainly about the analysis of HSK listening questions.First of all,the selection of the corpus is expounded,and then the 47 corpora that meet the standard are analyzed to explain the way of generating the implied meaning.There are mainly the overtone of violating the "principle of cooperation",the use of rhetorical devices and idioms to produce overtone,and the associative meaning of borrowed words to produce overtone.Finally,the use of charts,the generation of implied means of statistics and explanation.The third part of the paper is to test the intermediate students,using the method of listening test,to test 47 truth-question corpora to understand their understanding of the overtone.The results show that there is a great problem in understanding the overtone of the foreign students,and the error rate is higher in the two aspects of violating the "norms of manner" and using the rhetorical means to produce the overtone.The 4th part of the thesis mainly puts forward some teaching strategies to improve the ability of understanding overtone from three aspects: cultivating and improving students’ ability of associating and guessing,strengthening the training of listening comprehension,and aiming at the different producing methods of different connotations.For example,using contextual context and existing knowledge effectively,training students to learn jumping obstacles and other methods to improve students’ ability to associate and guess;Intensive listening should be combined with pan-listening,listening training should be combined with oral training,listening training should be combined with culture teaching and so on.The teaching strategies for the generation of various overtone.Part 5th is the conclusion,summing up the full text,put forward deficiencies.