A Comparative Analysis Of The Use Of Promised Speech Behavior Between Native Chinese Speakers And Chinese Learners

Commitment speech behavior is one of the speech behaviors that people use frequently in daily life.It is a difficult point for Chinese learners.Therefore,it is meaningful to study commitment speech behavior from the perspective of second language acquisition.This paper investigates the use of commitment speech behavior by Chinese native speakers and Chinese learners through questionnaire survey,and analyzes the pragmatic strategies and syntactic performance characteristics of Chinese native speakers and Chinese learners,and analyzes the problems.Research and exploration.Through analysis,we find that:(1)Chinese learners use the proportion of promised awake words and commitment auxiliaries slightly lower than Chinese native speakers;(2)Chinese native speakers use promised awake words not only in a certain category,form diversified,all kinds of proportions are equal,while Chinese learners focus on the use of occupational names,lack of polite language;(3)Chinese learners over-use "sorry" as a supporting auxiliary;(4)Chinese learners use the first person pronoun as the subject frequency of the commitment center behavior language is slightly higher;(5)the Chinese learner does not use the promise object as the object of the central behavior language,and only uses the promised content as the object of the commitment center behavior language;(6)Chinese native speakers use a variety of commitment language tagging words,and Chinese learners use a single category.In view of the existing problems,this paper believes that when writing the syllabus for the teaching of Chinese as a foreign language,the corresponding content can be added and introduced or explained.The categories of commitment speech acts can also be subdivided.The preparation of teaching materials should focus on practicality,priority content should be prioritized,and the content of teaching materials should keep pace with the times.Teachers,as organizers of classroom activities,need to enrich the relevant knowledge of commitment speech acts,and set contexts closely related to life in teaching.And should pay attention to the teaching of Chinese functional grammar.