A Study On The Generalization Of Kinship Terms In Teaching Chinese As A Foreign Language

Address terms are a universal phenomenon in the language and culture of humansociety, and also the first step to human verbal communication. In general, addressterms can be divided into two categories, kinship terms and non-kinship terms, orsocial addresses. The Extensive use of kinship terms is a linguistic phenomenon thatkinship terms are used among non-relatives, borrowing kinship relationship toshorten the psychological distances between people. The way that kinship terms areused between unrelated people or to claim oneself to be are called extensive use ofkinship terms. This extensive use of kinship terms is precisely a product of infinitelyesteemed Chinese clan concepts and ethical culture as well as extension andexpansion of family concepts. With the purposes to shorten the distance betweeneach other and create a close relationship in communication, people tend to putunrelated people into the ranks of their relatives so that those who are called wouldfeel respected, loved and courtesy. In daily communication, the frequency of use ofkinship terms is comparatively high and an appropriate title is also a good start ofinterpersonal relationships. In our observation of communication with foreignstudents, we find that they often avoid applying kinship terms to non-relatives intheir daily life. After investigation, we understand the reason is that they cannotmaster it, which is easy to be used inappropriately. Therefore, to help Chineselanguage learners achieve their communicative goals effectively in dailycommunication, the extensive use of kinship terms should be rightly applied. Only inthis way, will the level of Chinese learning and the communicative skills of Chineselanguage learners be improved and strengthened.In this article, after a review on previous research work, I select the extensive useof Chinese kinship terms as my starting point. This article includes four sections.The first section is a review, introducing the purpose and significance of this topic.At the same time, based on the relevant literatures of address terms and extensive useof kinship terms in the study of Chinese as a foreign language, I decide the objectand method of my research. The second section is from the perspective of teaching Chinese as a foreign language, from the perspective of teaching Chinese as a foreignlanguage, combined with the linguistic culturology, social linguistics, pragmatics andother related knowledge, to elaborate the definition, cause, mechanism,characteristics of the extensive use of Chinese kinship address terms. The thirdsection is to combine the HSK vocabulary syllabus and HSK dynamic compositioncorpus of Beijing language and culture university to collect statistics and languagematerials of the kinship Terms and its extensive use. This part also summarizes thedeviations and mistakes of English language learners in their extensive use ofkinship terms and come to various kinds of reasons for these mistakes. The fourthsection is to provide teaching advice from the perspective of teaching Chinese as aforeign language, which will serve as references for future teaching Chinese as aforeign language and enable teachers in the teaching of Chinese as a foreignlanguage to help students understand and master the Chinese kinship address termscompletely and clearly, making sure that they are able to properly apply these specialterms into study, work and life of everyday.