Error Analysis Of Polite Language And Teaching Suggestions For Chinese Learners In Slovakia

The premise of smooth and effective intercultural communication is not only to speak the target language grammatically correct,but also to speak the target language well.The requirement to speak the target language well includes having a certain understanding of different cultures,language habits and mastering appropriate usage of pragmatic expressions.Therefore,it has become one of the important teaching objectives for Chinese teachers to attach importance to cultivating students' communicative competence in teaching,and guide them to understand and master the communicative norms in different situations.Proper use of politeness language is also a necessary communicative competence for learners,which helps to avoid conflicts or misunderstandings in communication,especially in cross-cultural communication.The first chapter of this study adopts a questionnaire to investigate the errors made by Slovak learners of Chinese language in the use of politeness language.The results show that the acquisition of address forms,compliments and apologies in the use of politeness language is comparatively better,while the acquisition of greetings,farewells and requests is not ideal.The acquisition of refusal and gratitude in informal situations is not as good as that in others.The causes of errors mainly include three aspects,namely,language differences factors,teaching materials and HSK vocabulary factors,teachers and learners factors.The second chapter mainly research the differences between Slovak and Chinese politeness language and the influence of these differences on acquisition.Through literature research and survey analysis,we find that some politeness expressions are quite different,but they have little influence on learners' acquisition.This is because there are a variety of politeness expressions in textbooks and teaching.Therefor,we can say that lack of diversity in textbooks and teaching has a negative impact on acquisition.The third chapter discusses the influence of acquisition from the perspective of textbooks and HSK vocabulary.We analyzed two mainstream textbooks and HSK vocabulary used in Slovakia,and made a statistical distribution of politeness expressions involved.We find that textbooks and HSK vocabulary lack of Chinese-specific expressions of politeness,the forms of politeness expression are relatively simple and the richness is insufficient.In the fourth chapter,according to the above influencing factors,combined with the survey results,respectively,we put forward the politeness language teaching suggestions.Firstly,we should make use of mother tongue transfer.Start teaching based on politeness expression similarities in both languages.Secondly,in view of the shortcomings of the textbooks and HSK vocabulary,this study proposes to supplement the politeness language material to enrich the types and politeness language use scenarios.Thirdly,we put forward the teaching method of polite language.Fourthly,we propose that students use a variety of media materials to independently learn Chinese politeness language under the guidance of teachers.This study provides authentic research materials,for Slovak learners of Chinese politeness teaching as a part of the national research in the promotion of Chinese international education,in order to promote the development of teaching Slovak learners of Chinese language.