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Emphatic Sentences Chinese variety, one of the most characteristic grammatical phenomena in modern Chinese, and also the Chinese as a Foreign Language teaching focus and difficult one. According to the survey, however, even learning to intermediate and even senior elementary textbooks of Chinese as a foreign language, it is stressed Sentence, emerging Chinese learners to master stressed that the sentence is still not optimistic. Which appear most bias Emphatic Sentences are Chinese \Chinese learners in learning three stressed Sentence, due to the negative migration of the native language, their own understanding of knowledge is unclear, teachers explain not fully, not enough exercises exercises often Emphatic Sentences judgments and the use of felt confused. Do not know what their syntactic, semantic and pragmatic restrictions Emphatic Sentences timing handled badly, so often the following situations: use emphasized sentence chose the wrong format, or the omission of \and other sentences is hybridity, resulting nondescript \This article intends to English Contrast summarize three Emphatic Sentences Emphatic Sentences English similarities and differences, and attempts by the similarities and differences of Chinese learners of English background, summarizes the corresponding laws of the two languages, so that they can more good understanding of the emphasis on the significance and role of the sentence, which will emphasize the sentence to better use in the pragmatics, but also hope that the results of this research can provide a little help in the future TCFL. This paper is divided into five chapters, the first chapter from the Chinese Emphatic Sentences \three sentence summary of the results of previous studies, the analysis of the achievements and shortcomings of the previous studies and thesis idea. Chapter II from a pragmatic point of view on the table to emphasize \was that \Chapter from a pragmatic point of view, \Chapter from a pragmatic point of view \Chapter 5 summarizes the common Emphatic Sentences in learning more than three Chinese learners of English background bias, analysis of the bias, and put forward their own teaching suggestions.
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