Research On The Application Of The Cooperative And Politeness Principles In International Chinese Language Education

With the rapid development of the Internet and the global popularization of television media technology,television Chinese language teaching programs can promote the development of Chinese language education with their unique advantages.At the same time,due to the rise of a new round of "Chinese fever",the number of foreigners learning Chinese globally is increasing.The original ordinary offline classroom teaching mode obviously cannot meet the needs of many Chinese language learners,Therefore,CCTV has produced and filmed a TV Chinese language teaching program called "Happy Chinese" in order to better promote Chinese language and promote Chinese culture.This drama showcases the lives of the contemporary Chinese people and the culture that has been passed down since ancient times.It enables Chinese language learners to understand Chinese culture while learning Chinese,which is a major feature of this drama.The situational drama ’Happy Chinese’ also highlights its own characteristics of intuition,vividness,strong flexibility,and wide coverage.More importantly,Happy Chinese has played a more and more important role in international Chinese teaching,especially during the COVID-19 epidemic,by virtue of its convenient,fast,economical,practical and unlimited broadcasting advantages.As an important part of the research in the field of pragmatics,the conversational principle,represented by Grice’s Cooperative Principle and Leech’s Politeness Principle,constitutes the main reference principle for deriving conversational implicature,which is the main basis for deriving conversational implicature.At the same time,it standardizes people’s verbal communication behavior to a certain extent.This article selects the dialogues of characters in the Chinese teaching scenario drama "Happy Chinese" and analyzes the corpus that adheres to or violates conversational principles.By analyzing conversations,we aim to explore the main manifestations and communicative effects of conversational implicature in real communication contexts.At the same time,we identify typical examples from the selected corpus to conduct in-depth analysis of how conversations generate conversational implicature.Based on this,we analyze and summarize the derivation process of conversational implicature.After analyzing and summarizing,this article concludes that Chinese language teaching should focus on three aspects: vocabulary teaching,cultural teaching,and pragmatic communication ability,in order to enhance students’ understanding and application of Chinese language,and improve the effectiveness of Chinese language teaching.