The Teaching Countermeasures Of Chinese Kinship Terms For Tajikistan Students

As an important part of language,kinship terms directly reflect the cultural thoughts and values of a country or a nation.High complexity and flexibility are the prominent characteristics of Chinese kinship terms,which are significantly different from Tajikistan kinship terms.Moreover,in the process of teaching Chinese as a foreign language,there are deficiencies in the teaching of kinship terms,so that Tajikistan students encounter many problems in the process of learning kinship terms.Based on the theory of Chinese kinship terms,this paper investigates 100 students majoring in Chinese at the National Language University of Tajikistan by means of questionnaire.Based on the questionnaire survey,the following questions were analyzed by combining qualitative analysis and quantitative analysis: the frequency of Tajikistan students using Chinese kinship terms,the degree to which they accepted Chinese kinship terms,and the situation of Tajikistan students using Chinese kinship terms.Secondly,this paper analyzes the errors of kinship terms in Tajikistan students according to the results of questionnaire analysis.The main reasons for Tajikistan students’ errors in learning Chinese kinship terms are the complex and changeable Chinese kinship terms,the great difference in cultural background between Han and Tajikistan,and the inappropriateness of textbooks.In the end,it is proposed to expound Tajikistan students’ methods of learning Chinese kinship terms and optimize teachers’ teaching strategies from the three aspects of classroom learning,out-of-class learning Suggestions,teachers and teaching materials.