A Study On Chinese Acknowledgment Responses For International Chinese Education

In everyday communication,we respond verbally when others thank us."Acknowledgments–Responses" constitute a complete communicative process.Choosing the appropriate acknowledgment responses according to different communication partners is important for establishing good interpersonal relationships.In the process of engaging in international Chinese education,we found that Chinese learners generally only master the simplest acknowledgement responses,cannot fully understand and flexibly use various types of Chinese acknowledgement responses.Therefore,we study the Chinese acknowledgement responses from the perspective of international Chinese language education.Based on previous research,we defined and delineated the scope of the acknowledgement responses,and investigated the use of acknowledgement responses by native Chinese speakers through questionnaires.Combined with the characteristics of Chinese acknowledgment responses and the analysis of questionnaire survey results,we find that the difference in social power and social distance between the two sides of communication restricts the choice of acknowledgment responses by Chinese people.Based on this,we classify Chinese acknowledgement responses,Chinese acknowledgement responses are divided into two categories: direct acknowledgment responses and implicit acknowledgement responses,and Implicit acknowledgment responses are further classified into four categories: modest inference,humorous flirtation,false blame,and relational internalization,and are analyzed on the basis of their actual use by native Chinese speakers to provide reference for teaching related contents in international Chinese education.In order to explore the arrangement and distribution of acknowledgment responses in the current Chinese textbooks,this paper analyzes the types and distribution of acknowledgement responses in three sets of Chinese textbooks: "Developing Chinese","New Target Spoken Chinese" and "Rapid Chinese Speaking".Through the statistical analysis of the content of the textbook,we found that the categories and number of acknowledgement responses in the Chinese textbook are relatively few,and the design of the social relationship between the two sides of communication is relatively single,and it is mainly concentrated in the primary and intermediate textbooks,with uneven distribution.A questionnaire survey was conducted to understand learners’ mastery of acknowledgement responses.The survey results showed that the students had a good command of direct acknowledgement responses and a poor command of implicit acknowledgement responses.The main reason why international students are less able to use the implicit acknowledgement responses flexibly in the face of different social relationships is that they have limited input on the Chinese acknowledgement responses and do not have a deep understanding of Chinese culture.Based on the above study,we aim to help Chinese learners master authe ntic Chinese acknowledgement response expressions and improve their oral co mmunication skills by making relevant suggestions from three aspects: teacher s,teaching materials,and learners,based on the teaching of Chinese acknowl edgement responses in international Chinese education and the trend of digital ization in international Chinese education.