Study On Speech Acts Of Praise In Textbook Series Of Boya Chinese

As a kind of social communication language,praise language is frequently used in daily life.Its main function is to shorten the social distance between the two sides of communication,increase each other’s emotions,maintain the relationship between the two sides,and promote the smooth progress of communication.Teaching materials of Chinese as a foreign language are the direct source for students to acquire knowledge related to Chinese praise,and also the important basis for teachers to carry out relevant classroom teaching.However,there is still little attention and research on complimentation speech acts in teaching Chinese as a foreign language.Therefore,it is necessary to conduct a more in-depth and detailed study on the speech acts of praise in teaching materials of Chinese as a foreign language.Based on the theory of speech act and politeness principle,this paper studies and analyzes the "praise" speech act in the textbook of Boya Chinese.First,based on the research results of praise speech acts at home and abroad,the definition,topic,linguistic features,response strategies and pragmatic functions of Chinese praise speech acts are briefly introduced.Secondly,the number and distribution ratio of praise topics,sentence patterns,vocabulary,response and pragmatic functions in textbooks are counted by means of statistical data,and then the characteristics of their arrangement are analyzed and summarized.Then,questionnaire survey is adopted to investigate and analyze the actual situation of "praise" speech act used by overseas students.Finally,based on the arrangement characteristics of praise speech acts in textbooks and the analysis results of overseas students’ questionnaire survey,the author puts forward specific suggestions for the compilation and teaching of praise speech acts in textbooks.The research shows that the main characteristics of the arrangement of praise speech acts in textbooks are as follows: praise topics cover a full range,but are unevenly distributed in all levels and volumes,and the overall distribution proportion of property topics is too high;In terms of the arrangement of praise words and sentence patterns,it pays attention to teaching and training in stages,but some difficult praise words and sentence patterns are few in number and the recurrence rate is too low.There are many types of borrowing grammatical means,but few in number and unevenly distributed,and the types of using rhetoric are fixed and single.There are all kinds of common complimentary responses in Chinese,but the overall distribution proportion of transferable and receptive responses is low,and the transferable responses with high difficulty for students to master are mainly distributed in primary textbooks.There are many kinds of pragmatic functions of praise,but most of them are relatively low in distribution proportion and quantity in textbooks,and they do not involve the important function of Chinese praise-irony function.In terms of the actual situation of overseas students using Chinese praise speech acts,overseas students generally think that the praise speech acts in the classroom and textbooks are of low practical degree;The use of praise sentence pattern and vocabulary fixed single;The means of borrowing grammar is rich,but the use of rhetoric is fixed and single;In the content of praise,more inclined to praise each other’s character and ability achievements;In terms of the response to praise,the acceptance and transfer response strategies are adopted,and the denial strategy is less used,and the default strategy is basically not used;The pragmatic function of complimenting language is fixed and simple,and the function of praise is the main one.Based on the above research results,this paper proposes the following suggestions for the compilation and teaching of praise speech acts in teaching materials for Chinese as a foreign language: we should follow the principle of gradual progress from easy to difficult,pay attention to repetition,provide sufficient pragmatic information,and emphasize the authenticity and naturalness of corpus;Strengthen the teaching of "praise" vocabulary and sentence patterns,and adopt targeted teaching for learners with different cultural backgrounds.In addition,teachers should provide authentic and natural praise corpus as much as possible,and pay attention to the practicability of the teaching content.