| The non-interrogative use of the interrogative pronoun "Shenme" has always been the focus of discussion among linguists,and many scholars have explored it from different levels such as its origin and classification,and achieved certain theoretical results.However,in the field of teaching Chinese as a foreign language,the use of the interrogative pronoun "Shenme"is still a difficult point for foreign learners to learn.This article builds on the "Shenme" non-questioning usage ontology research.The corpus is used to describe the semantic and structural characteristics of the non-questioning usage of"Shenme".It is summarized as the "Shenme" of the table referential meaning,including the use of "Shenme" as any reference,false reference,acceptance,special reference,and example reference.Among them,the false reference usage includes the "Shenme" of the table assumption,the "Shenme" of the table borrowing,and the euphemistic "Shenme" of the table.And non-referential "Shenme":the use of cross-examination,denial,suspicion,and exclamation of "Shenme".Through the comparative analysis of a large number of corpora,it can be seen that the non-questioning usage of "Shenme" refers to both native Chinese speakers and foreign learners is more frequent.Foreign learners mostly choose to use arbitrary usage in the written language.In colloquial language,there is a preference for the use of virtual fingers.Different styles influence learners’ choice of "Shenme" non-questioning usage.Combined with the corpus collected from the acquisition survey,we analyze the acquisition bias of the non-questioning usage of "Shenme" of foreign learners.It was found that the "Shenme" bias rate of table any finger,table false finger,table cross-examination,and table negative was high.Moreover,the non-questioning usage has semantic,structural,and pragmatic biases to varying degrees.According to the acquisition bias of foreign learners,this paper summarizes the reasons for bias in learners’ learning of "Shenme" non-questioning usage:the effect of migration,including the negative transfer of mother tongue and the generalization of target language rules;the influence of avoidance and repetitive strategies in communication;and the complexity of the "Shenme" non-questioning usage of its own semantics,structure,and unmarked characteristics.Finally,aiming at the current situation of foreign learners’ acquisition and the causes of bias.Four pedagogical suggestions for the non-questioning use of the interrogative pronoun"Shenme":segmented input of knowledge points;enhance semantic awareness;emphasis on fixed-format teaching;focus on practice variety.Three learning suggestions for the nonquestioning usage of "Shenme" for foreign learners to learn:value language point input;strengthen language acquisition in communication;improve the awareness of conscious contrast,comparing the non-questioning usage of "Shenme" with the mother tongue,and comparing it with other interrogative pronouns in Chinese. |
