国际中文教育称谓语的语用教学考察——基于中介语语料库的偏误分析

A Study on the Pragmatic Teaching of Appellation in International Chinese Education—Based on the Error Analysis of Intermediate Language Corpora

摘要: 在国际中文教学中，称谓语的语用能力是二语学习者提升跨文化交际水平的关键环节。本文基于全球汉语中介语语料库，以称谓语用教学为研究对象，通过剖析典型课堂案例及中介语语料库中“姐姐”一词的使用偏误，考察汉语学习者称谓语用失误的类型与成因。研究发现，偏误主要集中在误代与误加两类，其根源包括母语负迁移、文化图式错位及学习环境中语用训练的不足。在此基础上，本文从学习者认知策略、教材编写与课堂教学三个维度提出相应教学建议，以期为国际中文教育称谓语教学提供参考。

Abstract: In international Chinese language teaching, the pragmatic competence of appellation is a crucial factor in helping second language learners improve their cross-cultural communication skills. Based on the Global Chinese Interlanguage Corpus, this study focuses on the pedagogy of appellation usage, analyzing typical classroom cases and examining errors in the use of the term “sister” within the interlanguage corpus to identify types and causes of pragmatic errors made by Chinese learners. The findings reveal that errors mainly fall into two categories: incorrect substitution and inappropriate addition, rooted in negative transfer from the native language, cultural schema mismatches, and insufficient pragmatic training in the learning environment. Building on these insights, the paper offers teaching recommendations from three perspectives—learners’ cognitive strategies, curriculum design, and classroom instruction—with the aim of providing practical guidance for appellation instruction in international Chinese education.