초록 열기/닫기 버튼
國際漢語教學無論是漢語教材還是課堂漢語教學活動，對漢語禮貌語用策略言及甚少。韓國漢語教學界同樣也沒有產生足夠的重視。韓國學生受母語文化影響,相對於母語爲漢語的人,韓國學習者對使用禮貌語更爲敏感。由於漢語的禮貌語用更多是隱性體現出的，而且不帶有硬性使用規定，中國人往往習而不察。又由於我們的忽略，使得韓國漢語學習者出現漢語使用不得體的現象。本文從言語行爲來闡述漢語的禮貌語用策略。在中國人的日常生活中，打招呼、問候、告別、寒暄、道歉、感謝、請求、稱贊、拒絕、建議、提問、回答等等日常交際中，禮貌語用隨處可見。本文就告別時的漢語禮貌語用策略教學進行說明。通過這一課的教學設計，表明在現有條件下，通過對漢語禮貌語用策略的教學來理解漢語言文化的可行性。
Korean students attach great importance to the use of polite expressions. However, Chinese textbooks and Chinese classes ignore this point. However, Chinese textbooks and Chinese classroom teaching activities in South Korea ignore the content of Chinese politeness. They think that when students learn “你好” and “再见”, they can use this to achieve their communicative purpose. But very disappointed. Because they speak Chinese is not elegant, they are used in Chinese as unnatural and inappropriate. This paper is based on constructivism learning theory and language acquisition theory for curriculum design. This is the curriculum design of Chinese farewell pragmatics. We hope that students can understand some Chinese culture by learning Chinese farewell discourse. The use of politeness and pragmatic strategies in communication is a feature of Chinese language and culture.
키워드열기/닫기 버튼
Farewell discourse, Courtesy Strategy, Chinese teaching in South Korea, Instructional Design, Constructivist Learning Theory, the principle of contrast
