Study Of Deception Information Language And Its Influence Upon Teaching Chinese As A Second Language In Perspective Of Cognitive Science

Information conveyed by language in daily communication is called language information. There are in all two kinds of language information:language true information and language deception information. Many researchers at home and abroad have made study on language information from different perspectives, however few of them neither studied it from perspective of cognitive science, nor explored its influence upon teaching process in which Chinese acts as a second language.In this paper the author, on the basis of Qian Guanlian's research about language deception information, extends its definition by purpose-intension theory. He points out that standard according to which judging language information is not the reality but correspondence between reality and purpose-intension. For convenience, we call information language in the paper deception information language. The present study, based on cognitive science, explores human being's learning process from man's interior cognitive structure and points out the reasons of the false information language. Then the author classifies deception information language hierarchically according to its form.In macro aspect, deception information language consists of three forms:word, one sentence and sentence group (containing at least two sentences). In micro aspect, word information language generalization kin terms, general social appellation, titles in workplaces, words used among people with good relationship, nickname, euphemisms, dialect and new appearing words. One-sentence deception information language greeting between friends, phatic communication between people. And sentence group deception information language includes commuting the deception into the true, disguising the true with the deception, shirking the true with the deception, showing the true with the deception, reducing the true with the deception and introducing the true with the deception. The main difference between one-sentence deception information language and sentence group deception information language lies in the fact that the former as a communication strategy needs flexible context while the latter needs fixed context. The author makes a conclusion that deception information language is detective after classifying its form and function, and this feature complies with purpose-intension theory. There is no definite criterion to reorganize a deception information language. However two things are often considered at this moment:recognition of culture model and recognition of personal communication. Whatever recognition happens, background knowledge in communication is very important.In the teaching Chinese as a second language of the deception infortion langguage on the basis of the deception information language, teachers need to respecet the rules of con cognition, make a comparison between first language and second languag of the deception information language. Also offer the right enviroment of the second language. And know the metacognitional character and cognitional style of students.In addition, when comes to textbook's compilation, compilers must make sure that there is practicability andfunny and pertinency and systematicness.In the classes, we need heterogeneous teaching means and methods with the right content.