A Research On Teaching Strategy Of Chinese Interrogative Pronouns "Zenme" And "Zenyang"

The interrogative pronouns "zenme" and "zenyang" are two high-frequency interrogative pronouns in Chinese,and they are rich in semantics and flexible in usage.How learners can accurately grasp the usage of "zenme" and "zenyang" and how teachers can effectively teach "zenme" and "zenyang",which both are hot topics in the grammar teaching field in L2 teaching.Although the ontology of the interrogative pronouns "zenme" and "zenyang" has been well researched,the research on the teaching strategies of "zenme" and "zenyang" is still room to researching.Therefore,based on the study of ontology "zenme" and "zenyang",this paper will investigate the "zenme" and "zenyang" by analyzing and summarizing the usage of "zenme" and "zenyang" in question,existential and universal usages,and come up with a functional hierarchical teaching strategy model of "zenme" and "zenyang".Based on this model,we designed a lesson plan.In the process of teaching practice,the functional hierarchy model was used to teach selected subjects,and explore the effectiveness and limitations of this functional hierarchy model by using a survey test method before and after teaching.This paper finds that the interrogative pronouns "zenme" and "zenyang" have different interpretations in different syntactic contexts,including the aspects of existential,universal,interrogative,negative,and illustrative interpretations.Also,we summarized the corresponding questioning pronoun interpretations in each syntactic context,which is a functional hierarchical model of "zenme" and "zenyang".We hope that such a hierarchical model will help teach interrogative pronouns and help Chinese language learners to accurately identify and use "zenme" and "zenyang".