A Study Of Chinese Request Speech Act As A Second Teaching Language

The speech act of is an illocutionary act, frequently used in daily life. What are the specific forms of request speech acts and corresponding situation, how do Chinese native speakers in different occasions choose different requests, Chinese language learners request whether the use of the textbook, teaching Chinese as a foreign language and teaching Chinese as a foreign language is in accordance with the law of request speech acts. Therefore, it is necessary for us to systemically research the ontology of Chinese request speech acts and the acquisition of foreign students learning Chinese.This paper analyzed the corpus of contemporary Chinese drama and movies in different situations using speech acts, the Chinese request speech act is characterized by:(1) the address terms are used very commonly and the types are various. (2) There are mainly five supportive moves including explaining reasons, asking conditions, willingness to express compliments, caring and commitment and expressing thanks and apology. (3) Supportive moves are often located before the head act. (4) The native Chinese speakers often choose direct requests strategy among familiar people, but with the increasing of the contents'difficulty and the change of the social power, the direct request gradually reduce. (5) The social power has a decisive role on the choice of Chinese request strategy, the lower power the speaker has, they tend to choose the more indirect strategy. (6) Want statement strategy has a strong vitality in Chinese, using in a wide range and obligation statement mainly appears in high power speaker situation or among close relationship. (7) Native Chinese speakers like to use lexical/phrasal internal modifiers to adjust the intensity of politeness.Based on the main body of Chinese corpus analysis, we designed the questionnaires to study the Chinese speech act of request spoken by advanced Chinese learners from English-speaking countries and contrasted with native Chinese speakers. The results are as follows:(1) compared to native Chinese speakers, students use fewer addressing terms, so it failed to lay the emotional tone of the speech head acts. (2) Students use less supportive act. they preferred to explain reasons, using a single type supportive move strategy. (3) Students preferred to put the supportive act after the head act. (4) They also tend to choose indirect strategy even in the case of close relationships. (5) Among the direct request strategies, the students prefer to use more question tag strategies and fewer other direct strategies like demand statements, obligations statements and performatives. (5) Students tend to vary sentence to change the level of politeness, rather than select lexical/Phrasal mode.Finally, we propose a method to improve the means to teach Chinese for foreign students from the perspective of curriculum, teaching materials, teaching methods and students. We believe the teaching materials should provide real and live corpus. Chinese teachers for foreign students should strengthen pragmatic teaching awareness, design a variety of different scenes, layout tasks to enhance students'understanding of the use of speech acts request. Besides, students are supposed to make full use of the natural Chinese language environment, communicate frequently with the local person to improve their pragmatic communicative competence and therefore reduce pragmatic failure.