Pragmatic Errors In Chinese Social Address Terms Of Russian Students In The Middle And Advanced Stage And Teaching Strategies

Under the background of the“One Belt And One Road”initiative,the exchanges between the two countries have become increasingly close,and more and more Russian students choose to come to China to learn Chinese.Addresses are necessary tools in social communication and play an important role in intercultural communication.Appellation includes kinship appellation and social appellation.Social appellation is more commonly used in daily communication,which directly affects the smooth progress of daily communication.However,due to the complex system of Chinese appellation,coupled with the lack of understanding of Chinese culture,Russian native speakers are vulnerable to the negative transfer of their mother tongue,and Chinese social appellation has become one of the difficulties for foreign students to learn.This thesis mainly studies the acquisition of Chinese social appellation by Russian students in the middle and advanced stage,hoping to analyze the types of errors and causes of their pragmatic errors in Chinese social terms by means of questionnaire investigation,and put forward appropriate suggestions,in order to play a certain role in promoting the teaching of Chinese social appellation.This thesis is mainly divided into the following five parts: The first part is the introduction,mainly elaborated the reason and significance of the topic,and explained the research content and methods,and summarized the relevant research status of social terms.In the second part,the definition and types of Chinese social terms are clarified by sorting out and analyzing the relevant research results.And the Chinese and Russian social address terms are contrastive analysis,and strive to make readers understand the similarities and differences between Chinese and Russian social address terms through contrastive analysis,so as to avoid some errors.The third part investigates the appellation acquisition of Russian students at intermediate and advanced levels,and summarizes the types and causes of their pragmatic errors.Through specific data analysis,this part can more truly understand the respondents’ mastery of Chinese social terms,and provide a basis for the strategies in the next chapter of this paper.The fourth part,based on the previous research,understands the difficulties in Russian students’ acquisition of Chinese terms,and then puts forward suggestions on textbook compilation,teacher teaching and foreign students’ learning.The fifth part is the conclusion,which summarizes the previous research results,explains the innovation and shortcomings of this paper,and puts forward the prospect for the further study of this topic.