Study On Learning-Using Chinese Social Address Forms & Teaching Strategies To European-American Chinese Learners

Address form plays a vital role in language and helps to build up harmonious communicative relations between two speakers upon appropriate use. Chinese social address form is an appellation utilized in social activities under Chinese cultural background, which could show certain identity, profession, status, sex, etc. of a specified person in given pubic relations and embody apparent characteristics of era, nation and class. In a long period of time, how to teach Chinese social address forms is always a hard nut in teaching Chinese as a foreign language (TCFL for short). However, researches in Chinese social address forms from the angle of TCFL are rather weak, let alone the sheer researches on European-American Chinese learners, which is a new field in need of deep exploration.Under the guidance of related theories such as Social Linguistics and Second Language Acquisition, based on social address form per se, began with promoting the development of Chinese-teaching, referred to the others'research achievements, this thesis proceeds with the study on learning-using Chinese address forms to European-American Chinese learners and concludes the influential factors, major opinions and manners, information on in-class teaching and materials as well as finds out the main difficulties, frequencies and errors distribution after analyzing a large number of data from questionnaires. Besides, it makes use of Interlanguage Theory and Chinese-English Comparison Methodology to detailedly analyze some factual problems appeared in employing Chinese social address forms by European-American Chinese learners and strives to probe into their root from five aspects– negative L1 transfer, pragmatic errors, learning strategic interventions, learning environment effect together with insufficiencies and limitations of Chinese social address forms per se. On the basis of the above study, this thesis defines teaching objectives and requirements and brings forward applicable teaching strategies for European-American Chinese learners to learn Chinese social address forms. In particular, the author innovatively introduce classified teaching methodology and detailed teaching assistance in order to put forward the research of Chinese social address forms from the view of TCFL and provide the following Chinese-teaching with essential reference.