汉语致谢言语行为的教学问题研究
A Study of Teaching Foreign Students Speech Acts
in Chinese Gratitude
作 者 姓 名：徐梅
领域（方向）：汉语国际教育
指 导 教 师：吕明臣教授
类 别：汉语国际教育硕士
答 辩 日 期：2018 年 5 月26 日
I
摘要
汉语致谢言语行为的教学问题研究
致谢言语行为是生活中频繁使用的礼貌言语行为之一。致谢言语行为对维系人
际关系的和谐与友好有着重要作用。《国际汉语教学通用课程大纲》和《HSK考试大
纲》都明确将“感谢”（致谢）列为重要的功能项目。可见，致谢言语行为对对外汉
语教学有着重要意义和应用价值
“用什么样的语言形式表现什么样的交际意图不是必然的，而是或然的、可
选择的。”[1]基于这样的观点，我们从交际意图理论出发，对汉语致谢言语行为的
内涵、行为结构和话语形式类型进行探讨、分析和研究。关于其话语形式类型，
我们做了一个大胆而全新的尝试
对外汉语教学是一个连续、动态、纵向的过程，必须弄清楚每一个步骤和细
节，才能形成整体、全局上的认知和把握。因此，我们结合对外汉语教学实践，
从汉语教学大纲、汉语教材和留学生习得等方面进行较为细致的调查，旨在对汉
语致谢言语行为的“教”与“学”有着更为清晰、深刻的理解和认识
研究中，我们发现：汉语教材中的致谢语以有标记致谢为主，无标记致谢的
数量与类型都非常少，分布不平衡；致谢语多在“告知信息”、“收到礼物”、“得
到祝福”等场合出现，语境比较简单；教材中虽出现了不同的话语方式，但其类
型和策略不够丰富，并未清晰体现功能与形式间的关系，因而也无法启发留学生
有意识地培养自己用不同的话语方式实现同一种交际意图的能力
我们对中高级水平的留学生进行了致谢语的问卷调查。调查中，我们发现：
留学生在致谢语的识别、选择和运用上，均有失误出现，具体表现是：对承载文
化内涵的无标记致谢无法识别；在致谢程度的选择和理解上有偏差；在语言的表
达运用上，有程度过高、不适宜、不适当的情况出现
关键词：
致谢言语行为，致谢语，交际意图
[1]
吕明臣.话语意义的建构[M].长春：东北师范大学出版社，2005:88.
II
Abstract
A Study of Teaching Foreign Students Speech Acts in Chinese Gratitude
The speech acts of expressing gratitude are one of the frequently used polite
speech acts in life and play an important role in maintaining interpersonal
relationships and promoting harmony and friendship. International Curriculum for
Chinese Language Education and HSK Test Syllabus have clearly listed Thanks
(Acknowledgments) as an important communication items and functional items. It can
be seen that the speech acts of expressing gratitude have great significance and
application value in teaching Chinese as a foreign language.
“What kind of linguistic form is used to represent what kind of communicative
intention is not necessary, but probable, optional” .Based on this point of view, from
the theory of communicative intentions we discussed, analyzed, and studied the
connotation, behavioral structure, and discourse types of speech acts of expressing
gratitude. Regarding the type of discourse, we made a bold and new attempt.
In addition, teaching Chinese as a foreign language is a continuous, dynamic,
and vertical process. Every step and detail must be clarified in order to have a global
and overall grasp of this. Therefore, we conducted a meticulous investigation on the
syllabus, Chinese textbooks, and the acquisition of foreign students in combination
with the teaching practice of Chinese as a foreign language, aiming at a clearer and
deeper of the “teaching” and “learning” processes of the speech acts of expressing
gratitude which has a more clear understanding and grasping.
In the study, we found that most of the acknowledgments in the Chinese
textbooks are mainly marked with acknowledgments. The number and type of
unmarked acknowledgments are very few, and the distribution is extremely uneven.
The acknowledgments are mostly given to occasions such as “Informing information”
and “Receiving gifts” and “blessing”, the context is too simple. Although there are
different discourse expressions in the textbooks, the types and strategies are still not。