Taboo Motivation And Teaching Chinese As A Foreign Language

“Taboo” is an important reason for people to create words. A lot of words can’t beused freely in daily life for touching the banned points, so the taboo culture is used as animportant motivation for people to create words and a lot of words avoiding taboo haveemerged.“Motivation” is a “basis” or “reason”;“word motivation” refers to “the reason ofthe emergence and development of words”;“taboo motivation”, is that the taboo can beused as a reason of words’ emergence and development. The taboo here, is put underthe perspective of culture and refers to the taboo culture. Therefore,“taboo motivation”studies the driving force of words generation which is pushed forward by taboo culture,and the influence on teaching Chinese as a foreign language.The paper is prepared to arrive at the concept of “taboo motivation” from “taboo”and “word motivation”, and classify the cultural types and patterns of manifestation of“taboo motivation”. We will combine “taboo motivation” with the act of teachingChinese as a foreign language by the analysis of “The Development ofChinese——senior Chinese”.The full text is divided into four parts:The first part: Expound the literature review, the theoretic background and researchmethods, etc. The idea of considering taboo as a word making motivation is put forwardin the process of the word formation study of scholars. The linguist Xu Guanglie putsforward that the taboo is a kind of word making motivation first time, and discusses theprocess of taboo producing new words as a motivation.The second part: Describe the definition of “taboo motivation”, cultural types andpatterns of manifestation in detail. During the process of learning Chinese, it is notenough to understand the literal meaning of the words only, we also need to learn thetaboo culture motivation. The paper divides the “taboo motivation” into6kinds bycultural perspective: the name taboo culture, death taboo culture, disease taboo culture,physiological taboo culture, money taboo culture, occupation taboo culture; andclarifies the motivation is diverse so that the “taboo motivation” also has different manifestation patterns, in other words, it can be divided into4types: expanding type,character type, rhetorical type and allusion type.The third part: Through the analysis of “taboo motivation” words in "TheDevelopment of Chinese——senior Chinese", we are prepared to explore the influenceof “taboo motivation” on Teaching Chinese as a foreign language. We’ve found thereare0item of name taboo culture (0.00%);6items of death taboo culture (18.18%);3items of the disease taboo culture (9.09%);13items of physiological taboo culture(39.39%);2items of money taboo culture (6.06%);9items of occupation taboo culture(27.27%). Therefore, there are still three problems of “taboo motivation” in teachingChinese as a foreign language: teaching materials’ ignorance, teachers’ mechanicalteaching and ontology research defects. To solve above problems, we suggest that theteaching material improve from material selection, annotation, arrangement and practice;the teachers explore the rational and color meaning of words, teach the commonmorpheme meaning, and combine the diachronic and synchronic study; the studentsmaster the “taboo motivation” by learning the Chinese culture and using the positivetransfer of mother tongue culture.The fourth part: conclusion. Give a summary on the basis of the full text, and pointout the shortage of the paper research.