| The Verb-copying sentence is a special type of sentence form in Chinese,which is often used in spoken Chinese,proverbs,and news headlines.It is practical.China’s academic circles are rich in ontology research on the Verb-copying sentence.However,in the field of teaching Chinese as a foreign language,the research on it is relatively weak,mainly focusing on its grammatical bias study and the content setting of the textbook outline.To its pragmatics,there is little research,remaining a large research space.Based on the speech act theory,this paper analyzes the pragmatic function of the Verb-copying sentence,which mainly appears in the verbal behavior of assertion,expression,instruction,assertion and expression,and implements the behavior of comment,shock,complaint and blame,with concise and condensed,semantic rich,double emphasis and non-expected pragmatic functions,and further explores the pragmatic motivation.On the basis of theoretical analysis,the test paper survey focuses on the mastery of the pragmatic function of the Verb-copying sentence by international students at HSK4,HSK5 and HSK6 levels.The investigation found that the pragmatic mastery of the Verb-copying sentences is not ideal for international students at HSK4-6 levels,but the mastery was directly proportional to the HSK level,and the higher the HSK level,the better the mastery of the pragmatic function of the Verb-copying sentences.Moreover,in the mastery of the different pragmatic functions of the Verbcopying sentences,the degree of difference between international students at different levels is also different.In terms of double emphasis function,the difference between the three horizontal levels is the smallest,and the difference is greatest in non-expected function.On this basis,combined with the previous research on the causes of linguistic bias of international students,this paper proposes seven teaching suggestions from the aspects of teacher teaching and textbook writing two aspects,which are combining grammar teaching and pragmatic teaching,increasing the pragmatic test and feedback of the Verb-copying sentences,increasing sentence pattern comparison analysis at the intermediate stage,increasing the basic pragmatic reproduction in the advanced stage,increasing the proportion of knowledge points of the Verb-copying sentences in textbooks,indicating the pragmatic difference between similar sentence patterns,and increasing pragmatic knowledge in intermediate and advanced textbooks.Finally,design corresponding teaching cases for the pragmatic function of the Verb-copying sentences. |
