Research On Indonesian Student Expressing Thanking In Chinese Students In Bandung As A Sample

Gratitude is the most basic and common way of expressing politeness in daily life.According to Saerle's classification of speech acts,gratitude is a kind of speech act of harmonious expression.In fact,every language will have words and sentences expressing gratitude,but people of different countries and nationalities use various ways of expressing gratitude and words in the process of communication,which is also the focus that second language learners often neglect.After experiencing various communication situations related to thanking,the author finds that Chinese and Indonesians seem to have different communication occasions and strategies for thanking speech act.However,there are more than one words of thanking expression in Chinese,such as "trouble you","hard work","thank you","nothing","ok" and so on.Indonesian learners often unconsciously use "thank you" to express their gratitude only in combination with the words they have learned in textbooks and their own way of thinking,and "you're welcome" to respons.Both of them are used more frequently and are not accustomed to using more targeted indirect Chinese expressions of gratitude.Firstly,based on the speech act theory proposed by Austin and Searle,this paper classifies Chinese and Indonesian thanking speech acts and the responses according to different contexts,and finds out the similarities and differences of their expressions and influence expressions.Secondly,interviews and questionnaires are used as the main corpus of this survey.There were 128 respondents in this survey,including 111 Indonesian learners of different ages and learning stages and 17 Chinese with social identity gap.The survey used descriptive control statistics and correlation analysis to analyze the main factors affecting the choice of Indonesian learners' thanking terms.The results show that there are obvious differences between Indonesian learners and Chinese learners in their understanding of the communicative functions of thank-you words(apology and blame).In addition,in some different contexts,thank-you words and their responses are often used more frequently than Chinese people or choose different thank-you strategies.Not every learner with a higher level of Chinese or a longer learning time can fully understand and accurately use thanking expressions such as hard work,feel sorry for the pay of others and customary address terms(teacher,aunt,etc.)in Chinese.These are all thought patterns and phenomena caused by different living environments,and there are differences in the expression of gratitude.Through the analysis of various communication situations and the relevant learning background of the respondents(whether or not they have studied in China,time spent in learning Chinese,HSK level),it is found that the most influential expression of gratitude is the time spent by the learners in learning Chinese.Two years is the learning node,and there is a significant gap between the choice of terms below two years and the above.However,it is not always possible for learners who learn Chinese longer to express their gratitude in a proper way just like native speakers.Therefore,from the perspective of Indonesian learners,this paper tries to find out and provide some teaching suggestions for TCFL teachers to improve their ability to master language teaching knowledge and cross-cultural knowledge and to teach the corresponding relationship between language projects and communication strategies,and to provide some strategies for TCFL learning according to the level of learners(observe and record,compare,identify similarities and differences,and act as native speakers).