论文部分内容阅读
在汉语国际教学中,汉语教师除了具备牢固的语言知识外,更需要具备一定的跨文化交际能力。交际因素涉及很广泛。合作原则与礼貌原则,在与留学生交流中,也是建立在文化理解与包容姿态的基础之上才能实现的。跨文化交际者的最终目的是沟通成功。交际成功与否,在很大程度上取决于说话者的礼貌表达方式是否得体。由于文化的差异性,人们对礼貌内涵的解读也不尽相同。在跨文化交际中,人们往往会依据自身文化所决定的礼貌准则,来判断对方的言行是否得体,因此误解或交际失败的产生在所难免,交际的合作性就不复存在。汉语教师应增强文化差异的认知能力,提高跨文化交际的能力,不断提高语用的应变能力,在教学中得体得当地进行交流,逐步提高汉语教学的效率。
In Chinese international teaching, Chinese teachers need a certain degree of intercultural communication skills in addition to solid language knowledge. Communicative factors involved in a wide range. The principle of cooperation and the principle of politeness can only be achieved on the basis of cultural understanding and inclusiveness in the exchange with foreign students. The ultimate goal of cross-cultural communicators is to communicate success. The success of communication depends to a large extent on whether the speaker’s polite expression is decent. Due to cultural differences, people’s interpretation of the content of politeness is not the same. In intercultural communication, people tend to judge whether the words and deeds of the other party are decent according to the politeness criteria decided by their own culture. Therefore, misunderstanding or failure of communication is inevitable, and the cooperation of communication does not exist. Chinese teachers should enhance the cognitive ability of cultural differences, enhance the ability of intercultural communication, constantly improve their pragmatic adaptability, properly communicate in teaching and gradually improve the efficiency of Chinese teaching.