Pragmatic Research And Instructional Design Of Chinese Positive And Negative Questions

On the basis of speech act theory,taking the positive and negative questions of modern Chinese as the research object,using the BCC corpus of Beijing language University and the modern Chinese corpus CCL Peking University,this paper investigates the speech acts of positive and negative questions.Based on this,the pragmatic failure of positive and negative questions is analyzed by HSK dynamic corpus,and then the pragmatic teaching suggestions and teaching design of positive and negative questions in Chinese as a second language teaching are put forward.This paper first examines the speech act of positive and negative questions.The basic types of speech acts of positive and negative questions include solicitation,reproach,demand,request and suggestion in expressive speech acts,and assertion of reminders in verbal acts.Positive and negative questions are often used with auxiliary means in the implementation of speech acts,including discourse markers,interrogative mood adverbs,vague restrictive words and final mood words.Secondly,through the comparison of positive and negative questions and the questionnaire of positive and negative questions of native Chinese speakers,we think that positive and negative questions have politeness function,inference function,enhanced mood function,implicit function and guiding function in different types of speech acts.The main factors affecting the pragmatic function include the relative power and interpersonal distance of the two sides of the conversation,the degree of confidence of the speaker,the degree of emergency,the degree of face threat and the expectation of the speaker.Thirdly,on the basis of pragmatic function analysis,according to the HSK dynamic composition corpus,the learners’ social pragmatic failures are investigated.It is concluded that the social pragmatic failures of positive and negative questions mainly include ignoring politeness principle and neglecting implicit principle.The pragmatic failure to ignore the implicit principle is relatively large.The reason of pragmatic failure lies in the complexity of the use of positive and negative questions,the learners’ neglect of the pragmatic function of positive and negative questions,and the lack of understanding of the communicative culture of the target language.Teachers also have some limitations on the pragmatic understanding of positive and negative questions.In the end,this paper puts forward some suggestions on pragmatic teaching of positive and negative questions,and designs a case of pragmatic teaching of positive and negative questions.