中国文化在汉语称谓语中的反映及泰国学生汉称谓语的偏误情况

Abstract

本文根据中国文化分类标准将《新HSK5000词分级词典》中的汉语称谓语整理划分类别，并制成试卷考察泰国清莱皇家大学人文学院汉语专业学生，发现泰国学生使用汉语称谓语时存在的偏误情况。结果表明：大部分泰国学生目前对汉语称谓语的认知仍停留在课堂认读阶段，缺乏对称谓语内涵文化的认识和具体使用能力；使用偏误成因具体包括：汉语称谓体系过于庞大复杂；中泰文化、环境差异受泰语负迁移影响；文本材料对课堂教学的限制；学生学习方法和认知程度不够理想。因此本文针对偏误问题分别给予泰国汉语教师和学生提供可行性参考性建议。教师建议包括：教师自修与教材选择、分级互教、寓教于乐、多种语言混合教学；学生建议包括：寻找适合的学习方法、树立正确的学习观念、在实践中累积经验，希望通过以上参考建议能够帮助泰国学生对汉语称谓语文化内涵的深刻理解。

According to the Chinese culture classification standard, the Chinese titles in the New HSK5000 Word Classification Dictionary are divided into categories and made into a test paper to investigate the junior students of Chinese major of Royal College of Humanities University of Chiang Rai, Thailand, and find the bias of Thai students using Chinese appellation. The results show that most Thai students' cognition of Chinese address terms is still in the stage of classroom recognition and reading, and they lack the understanding of the connotation culture of address terms and the ability to use them; The causes of errors include: the Chinese appellation system is too large and complex; The cultural and environmental differences between China and Thailand are affected by the negative transfer of Thai; The restrictions of text materials on classroom teaching; Students' learning methods and cognitive level are not ideal. Therefore, this paper provides feasible reference suggestions for Thai Chinese teachers and students respectively. Teachers' suggestions include: content selection of teaching materials, graded mutual teaching, teaching in fun, mixed teaching of multiple languages; Students' suggestions include: finding suitable learning methods, establishing correct learning concepts and accumulating experience in practice. It is hoped that the above teaching suggestions can help Thai students have a deep understanding of the cultural connotation of Chinese address terms.