Chinese Ambiguity Grade In Teaching Chinese As A Foreign Language

Ambiguity is a common phenomenon in modern Chinese.Beginning in the 1980 s,scholars began to study modern Chinese ambiguous sentences using three plane theories.From the current research status quo,there are many results of studying ambiguous sentences from the perspective of three planes,but the results of studying ambiguity from this perspective are relatively few,but from the perspective of Chinese learners,syntactic,semantic and pragmatic aspects The results of the research on the ambiguity of the ambiguous sentences are even rarer.Ambiguous sentences are both important and difficult in teaching Chinese as a foreign language.Therefore,the three categorization of Chinese ambiguous sentences and the ambiguity from the perspective of Chinese learners can help Chinese teachers to predict the difficulty of ambiguous sentences and better prepare lessons.This paper consists of seven chapters.The introduction part expounds the status quo of domestic Chinese ambiguous sentences and the value of this paper.The first chapter expounds the relevant linguistic theories of Chinese ambiguous sentences.The second chapter mainly discusses three plane theories,and classifies the corpus in the ambiguity research of Zhiwang in the past ten years according to the theory.Through the characteristics of syntax,semantics and pragmatic ambiguous sentences,the syntactic ambiguity and semantic ambiguity of Chinese learners The pragmatic ambiguity cognitive difficulty has been guessed.The third chapter investigates and analyzes the ambiguity perceptions of Chinese idioms’ syntactic ambiguity,semantic ambiguity and pragmatic ambiguity through questionnaires,and verifies the ambiguity guess proposed in the second chapter.The fourth chapter investigates and analyzes the ambiguity perceptions of Chinese learners’ syntactic ambiguity,semantic ambiguity and pragmatic ambiguity through questionnaires,and compares them with the results of Chinese native speakers to verify the speculation in Chapter 2.At the same time,the influencing factors and causes of the survey results were analyzed.The fifth chapter discusses the disambiguation strategies of syntactic ambiguity,semantic ambiguity and pragmatic ambiguity.According to thesurvey results of Chinese learners,the teaching suggestions for idiom sentences are proposed for teachers of Chinese as a foreign language.The sixth chapter summarizes the research of this paper and points out the shortcomings of this paper.Through investigation and analysis,this paper finds that Chinese learners’ cognitive difficulty order of syntactic,semantic and pragmatic ambiguity is quite different from that of Chinese native speakers.Chinese native speakers recognize syntactic,semantic and pragmatic ambiguities.The order of difficulty is: pragmatic ambiguity > semantic ambiguity > syntactic ambiguity;the order of cognitive difficulty of Chinese learners on syntactic,semantic and pragmatic ambiguity is: pragmatic ambiguity > syntactic ambiguity > semantic ambiguity.This shows that Chinese learners’ perceptions of Chinese ambiguous sentences do have some differences compared with Chinese native speakers.