| This paper aims to make a special study of the question and answer of Chinese Yes-no question,focusing on the usage rules of "yes" and "no" in the answer system of Yes-no question.After the results of this study will be combined with the author's TCSL practice in the United States,ultimately serving TCSL classroom teaching,and improving learning and teaching efficiency.This study originated from the question of "what to teach in grammar teaching" proposed by Lu Jianming and Ma Zhen in the book the quality and basic skills Chinese teachers should have.To solve this problem,the book gives three kinds of Chinese grammar phenomena which need to be taught emphatically.This thesis focuses on the first category mentioned in the book,namely those grammatical phenomena in Chinese but not in English.A typical example of this kind of grammatical problem is the response to question of "yes" and "no" in Chinese(hereinafter referred to as "yes" and "no" matter).It does not bother native speakers of Chinese,but English students often make mistakes in this grammar project.This is because Chinese Yes-no question is very similar with general questions in English,so students in English-speaking areas will be affected by the negative transfer of English general questions.In English,to answer a general question,you must give a short answer with "yes" or "no" before making a specific explanation.In Chinese,you don't have to use "yes" or "no" for a question that is true or false.Seemingly simple language points in domestic Chinese teaching will become difficulties in teaching Chinese as a foreign language.Therefore,it is necessary to carry out research on this problem,find out its causes,and work out countermeasures to promote the development of teaching Chinese as a foreign language.Whether in English or in Chinese,the answer to the question is relative to the question.Only when the question is asked can an answer be needed.Therefore,the study of Chinese Yes-no question answering system should start from the study of Chinese non-question.The study of sentences naturally begins with the analysis of a large number of example sentences.Therefore,the establishment of non-question corpus is a prerequisite for this study.This thesis collects a wide range of Chinese Yes-no question from modern Chinese corpus and modern vernacular works,and then gathers the questions together to build a Chinese Yes-no question corpus.Next is the analysis of the question sentences that give the same answer.This study has obtained a new discovery from this analysis,that is,whether "yes" and "no" can be used in the answer is related to two factors,one is the question degree of Chinese Yes-no question,and the other is the central word of the Chinese Yes-no question predicate.After that,this paper analyzes the linguistic environment in which "yes" and "no" are used in the answer,summarizes the use conditions from the commonness,finds the classification criteria from the difference,and finally summarizes the corresponding conditions that contribute to the occurrence of the three answers.This paper not only finds the three corresponding conditions,but also applies the three conditions to the practice of Chinese teaching,so that perceptual knowledge can be tested by practice and become rational knowledge.The author has conducted nearly one year's teaching experiment of Chinese as a foreign language at the Confucius Institute at New Jersey City University in the United States.In this process,the author not only applied these research results to her own Chinese classroom,but also shared her findings with other Chinese teachers.Their valuable Suggestions and guidance made the author's research constantly improved and finally formed this research result.This study not only promotes the author's own teaching ability and research ability,but also provides research experience for future researchers of TCFL.In addition,it will undoubtedly promote the development of Chinese teaching in the United States and the world. |
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