Errors Survey And Teaching Advice To Senior Students On Social Address

The classification of social address is based on the social relationship, whichreflects social communication of the relationship between people, professional, identity,status. Social address has been the difficulty of teaching Chinese as a foreign language.But the value and the space is larger for it’s little research.This text mainly divided into five parts. The first part demonstrates the history ofsocial address and current situation of the study, fully understanding the results ofprevious studies.This paper points out the necessity of researchThe second part gives the definition and classification of social address accordingto the paper and points out the important role of social address on teaching Chinese as aforeign language, which is a good manner for students to open communication andunderstand local culture.The third part focuses on statistic students’ errors through ordinary collection ofcorpus, combining with the investigation questionnaire and interview. We find out thatthe errors types have mainly pragmatic failures, confusion replaced, and excessivegeneralization or excessive analogy. The inner reasons include complex andimperfection of Chinese social address, negative transfer of mother tongue, destinationlanguage interference, wrong study strategies, imperfection of text books and theteachers’ explanation. We investigate the condition of social address learning which isdifficulty degree, reasons, frequency, learning channel, feedback on materials andteaching steps, availability of teaching methods and the solution when you don’t knowhow to call others. We can make teaching measures according to what mentioned above.The fourth part were put forward specific practical teaching advice according to theinvestigation mentioned chapter three. We should mention the key words as many as wecan, and make address of semantic association to help students to know it better, if theerrors are from the complex and imperfection of Chinese social address. We shouldmake contrast teaching and context teaching, helping students to understand thedifferences between mother tongue and destination language and the rules in realsituation if the errors are from negative transfer of mother tongue and destinationlanguage interference. We can help students to cultivate correct meta-cognitive strategy,strengthen the right cognitive strategies if the errors are from the wrong study strategies.Text edition needs to increase the number of popular practical social address andpractical definitions of vocabulary if the errors are from the imperfection of text books.We teachers should pay more attention to social address teaching and enrich ourteaching means if the errors are from the teachers’ explanation.The fifth part mainly points out the disadvantages of this article.