| The cultural connotation and expression skills behind the "evaluation language" used frequently in communication play an important reference role in observing and understanding learners’ second language acquisition and cultural integration.At present,some scholars have conducted multi-dimensional research and analysis on the "evaluation language" that appears in the Chinese syllabus,but when combing through such studies,we find that the focus of scholars is currently mainly focused on related issues such as textbook arrangement and bias analysis,and few studies have studied learners’ acquisition and use from the perspective of learners.Based on this,this paper takes the high-level Chinese proficiency of English native speakers and their spoken Chinese output content in the two talk programs "Informal Talks" and "World Youth Talk" as the survey object and research sample,adopts linguistics and cross-cultural communication and other related theoretical methods,after comprehensively investigating the use of Chinese "evaluation language" of native English speakers,uses the method of comparison and data analysis to deeply explore the choice tendency and difference of English native English speakers when using Chinese "evaluation language",and from the perspective of language,teaching,From the perspectives of acquisition and bias,the internal and external comprehensive influences of them on the acquisition and use of Chinese "evaluation language",as well as the positive or negative migration effects,etc.,and put forward relevant suggestions for existing problems.This research is divided into the following five parts: the first chapter of introduction,mainly introduces the background of topic selection,research significance and research status,and summarizes and introduces the theories and methods used in the research in detail;Chapter II,which defines and classifies the relevant concepts in detail;Chapter 3 summarizes data and analyzes the preferences and patterns of native English speakers when using Chinese "evaluation languages" through a variety of software-assisted and manual verification methods.Chapter 4provides an in-depth comparative analysis of the factors affecting the use of Chinese "evaluation language" by native English speakers.Chapter 5,based on the above-mentioned research and research,puts forward corresponding recommendations from the perspective of teaching and intercultural communication.This study found that native English speakers with advanced Chinese proficiency showed different degrees of usage preferences and selection tendencies in the use of Chinese "evaluation language" and similar expressions,and these differences were closely related to many factors such as learners’ mother tongue transfer,cultural background influence,target language communication environmental impact,and learners’ learning and communication strategies.In view of the existing problems,this paper puts forward suggestions for improvement from two perspectives: from the perspective of teachers’ teaching,it is necessary to adjust the proportion of teaching,pay attention to the observation and research of students’ avoidance phenomenon,attach importance to the teaching of word meaning and part of speech,avoid relying too much on the interpretation of the mother tongue,and pay attention to the interpretation and guidance of the Chinese pragmatic environment.From the perspective of intercultural communication,it is necessary to pay attention to the improvement of teachers’ cross-cultural communication ability,cultivate the cross-cultural communication awareness of second-language learners,and pay attention to the advancement of teaching methods and content with the times. |
