Related titles in Chinese. Chinese business etiquette

In the last 10-15 years, imperceptible from a superficial point of view, but in fact profound revolutionary changes have taken place in the ways of obtaining education, including music education. Omnipresent digital technology- electronic-digital technologies - bring their changes to the traditional processes of teaching the art of music. And an important task of the system of music education is to use them for good, mastering them at a high artistic, and not just an entertaining level of modern culture.

On the one hand, these technologies, through new electronic digital tools, open up for creativity (including composition-author's, arranging and concert-performing) paints and means that did not exist before. artistic expressiveness, as well as new ways of making music and ways to listeners. On the other hand, thanks to the proliferating musical and computer software, technical training aids (TUTs) are becoming universally in demand.

It is to their last purpose - in connection with the possibility of using music-theoretical disciplines in teaching at the elementary level, in particular, in the Children's Art School and Children's Music School - that we will pay closer attention here. And let's focus on two sections - the general developmental education of music lovers and the pre-professional training of future musicians.

The challenge now is to create general developmental programs education based on the renewal of such traditional music-theoretical subjects for children's music schools (by the way, which are now among the pre-professional ones), such as Solfeggio, Elementary Music Theory, Musical Literature, and Listening to Music. The need to modernize the methods and means of teaching, bringing them closer to the peculiarities of the perception of new generations of children and youth is becoming more and more acute. It is no secret that music-theoretical subjects are often conducted dryly, uninterestingly, emasculating the artistic component of the subject of study to the maximum, inducing boredom and discouraging children from studying music in general.

And here new TSOs can come to the rescue - the supporting elements of artistically designed visual video training. The visual range for the student in the 21st century plays a more significant role compared to the past. And in general, for the success of any projects in the modern cultural life the factor of having an eye-catching image becomes very important. In addition to the fact that electronic digital technologies provide high-quality and mobile introduction of video, they also allow the creation of various interactive software tools - testing, training simulators.

Increasingly, interactive whiteboards are also included in educational practice, which make it possible to saturate the learning process of schoolchildren with memorable vivid images and exciting game moments. In general education schools, they already firmly occupy their place. But in art schools only appear. And sometimes, if purchased, they are almost not used for their intended purpose.

There is a need to contribute in every possible way to the introduction of modern digital learning technologies into the practice of children's school of arts - to supplement them with the technical equipment of new general developmental subjects, which can be called differently, for example, "Entertaining solfeggio", "Music primer", "Digital solfeggio", "Art solfeggio ”, “Music encyclopedia”, “Music in multimedia”, etc.

At the same time, new TSS should not be self-sufficient in any way, but only additional teaching aids for a teacher of musical and theoretical disciplines. An immoderate enthusiasm for them can lead to excessive instructiveness and technologization or the predominance of a competitive game component, the presence of which still needs to be dosed in the lessons.

Applying electronic digital technologies, it is important to make the most of their resources for creative forms of learning. For the brightest representatives of the current renovation trend in music-theoretical pedagogy, the musical computer becomes the richest storehouse of just such possibilities. Largely thanks to computer technology, the innovative figurative and creative method of teaching solfeggio based on polyartistic means of expression by T. A. Borovik (Yekaterinburg) and her associates in different cities of the country and neighboring countries, in particular, creating and using multimedia aids solfeggio and musical literature: V. V. Tkacheva and E. E. Rautskaya (Moscow), I. V. Ermanova (Irkutsk), T. G. Shelkovnikova (Tashtagol), Yu. A. Savvateva (Kotelniki), N. P. Timofeeva (Solnechnogorsk), N.P. Istomina (Chekhov), A. Naumenko (Ukraine) and others. Actively used types of methodological work by these teachers of the subject of solfeggio are such author's multimedia aids as artistically executed video dictations, video aids on vocal intonation, musical theory, work on rhythm, etc.

For teachers of the subject "Musical Literature", musical and artistic electronic-digital presentations, created both by themselves and together with students, are often of great help, including for various creative festivals and competitions. educational projects. The possibility of carrying out project activities during classes at school sometimes captivates children more than passive memorization of educational material.

The creation of multimedia student projects under the guidance of teachers activates the activity type of the learning process, its competence-based component, which is considered especially valuable at the current stage of development of the education system. In general, in the modern sociocultural environment, creative individuals with a broad educational profile are becoming more and more in demand, the universal nature of whose skills is laid down, including in art schools. The narrow focus of specialist training, typical of the Soviet period, is becoming a thing of the past.

The universality of the training of a future specialist should now be seen in the process of training in pre-professional programs. From this point of view, such an object as « Music informatics”, according to a number of authoritative specialists and teachers, has prospects in the future to be called “Media informatics” 1 .

1 Meshcherkin A. I insist - the subject should be called Media informatics // Music and Electronics. 2012. No. 1. P. 6; Kungurov A. Fundamentals of media informatics as an alternative to musical informatics in children's music schools and children's art schools // Music and Electronics. 2014. No. 2. P. 6.

And at first, it is “Musical Informatics” that needs to get its FGT and “legally” enter the list of pre-professional subjects for all instrumental music departments of schools - piano, string, folk, etc., since this subject is studied both in the middle and the highest levels music education and is included in the main professional programs corresponding to the Federal State Educational Standards. It is important to achieve training in digital music technologies for students of all specializations of the pre-professional profile. So far, in all pre-professional programs, new electronic digital technologies are hardly mentioned. The subject "Musical Informatics", which is in the position of Cinderella in pre-professional programs, is given a place only in the variable part school curriculum, which presupposes its fate as a subject of choice.

However, now, without exception, it is desirable for all graduates of specialized pre-professional schools to have basic skills not only in notation using a computer, but also in the simplest techniques of arranging, audio recording (in particular, of their own performance), editing and sound processing, as well as elementary video editors and graphic programs, be able to create thematic musical and artistic presentations on a computer.

By the way, national standards for even general music education in the United States, more than 20 years ago, it was assumed “the possibility of using the digital MIDI format in school lessons, the use of electronic instruments such as a synthesizer, sampler, drum machine (from any manufacturer) that can be connected to each other and with computers. In 2014, according to the American standards for teaching music in schools, already in the 4th grade, all students of general education schools in music lessons (when arranging accompaniment, playing various variational improvisations) use not only acoustic and noise, but also a variety of digital instruments, including . sequencers ( traditional sounds: voices, instruments; nontraditional sounds: paper tearing, pencil tapping; body sounds: hands clapping, fingers snapping; sounds produced by electronic means: personal computers and basic *MIDI devices, including keyboards, sequencers, synthesizers, and drum machines 2).

2 The School Music Program: A New Vision. Reston (VA): Music Educators National Conference, 1994. URL:

The frequent appeal of teachers of "Musical Informatics" (in particular, in schools in Moscow, Yaroslavl, Petrozavodsk, Nizhnekamsk) to work with the most common graphic and video applications is already a sign of expanding the scope of the subject to the format of "Media Informatics" - a subject dedicated to working with audio, video and graphic editors, which in the near future will be in demand in all departments of art schools, and not just music itself. Without information and computer technologies, which for the digital arts of the present and future have every reason to become integrative, a modern musician can no longer do without. Moreover, a multi-artist (the profession of the future) is indispensable - in the light of the current trend towards synesthesia and the increasing prevalence of types of artistic creativity based on the synthesis of arts.

* From the editors of the ENZH "Mediamusic". Here, for example, such educational videos are made by our British colleague, member editorial board magazine, top-class specialist in music and media informatics - Philip Tagg:

One of the problematic areas is the small number and insufficient training of professional personnel capable of qualitatively leading new and modernized old items. The most important task here should be a revision of the existing principles of the system of advanced training of teaching staff. And that's why. A well-known fact is that each teacher needs to collect n-th number of hours of coursework for the obligatory passage of a periodically recurring recertification procedure. Quantity is taken into account, but quality is often difficult to verify.

Example: more than a dozen teachers have studied at Moscow keyboard synthesizer courses, and for several years the same small group regularly participates in creative reviews and festivals with their students. Numerous cadets may have sat out "for show" in these courses or simply broadened their horizons. But they did not want to apply the acquired knowledge in practice.

The question arises: is it worth continuing to conduct courses in this format? It is still necessary to establish "feedback" with the cadets - in six months, a year. What did each of them do? At what stage is it? What is it moving towards? Does the result correspond to not only technical, but also artistic criteria indicated in the courses? If a methodical service pays for courses - you need to inquire about their results. Maybe provide for a "verification mechanism" - testing before and after advanced training? And let's connect expert advice to this in a year and two years? Or oblige to regularly participate in citywide events and reviews in the direction mastered in the courses?

Regular creative festivals and competitions - not only stage and performance, and composition and author's, but also competitions of innovative educational projects (for example, the All-Russian Festival-Competition "Music and Multimedia in Education") - are in fact of great importance for monitoring the achieved levels , as well as to popularize the best achievements and new educational directions in general. Quite a few important role in the unification and activation of pedagogical forces around the innovative pedagogical movement, the annual All-Russian Assembly "Modernity and creativity in teaching musical and theoretical subjects of children's music schools and children's art schools" began to play . The Assembly not only introduces new methods and tactics, but also develops the latest methodology and strategy for music theory education.

In general, the work on creating new and modernizing existing educational standards in the field of musical art needs to be intensified on a national platform with more active involvement of specialized public organizations, including the All-Russian Trade Union "National Council for Contemporary Music Education".

Far from all music colleges and universities are ready for the release of personnel in new educational areas, although some are already acting quite purposefully (for example, the UML "Music and Computer Technologies" of the Russian State Pedagogical University named after A. I. Herzen, the Ural State Conservatory named after M. P. Mussorgsky, Gnessin Russian Academy of Music). Hope remains for serious retraining of personnel in a few specialized centers (including at the expense of extrabudgetary funds) with the help of not “duty budgetary personnel” of the traditional level of training, but highly qualified specialists of a new type.

One of these centers may become in the future the Academy of Digital Musical Art - an experimental platform for in-depth development of the resources of a new artistic field, attracting an expert community, training qualified personnel, as well as supporting Russian manufacturers of music and computer software, focused on the needs of music education, and publishing activities for the release of various video anthologies, multimedia textbooks and teaching aids.

Let's look at what is happening in the musical world around us with open eyes. And let's take quite seriously the fact of a significant lag in the field of modern forms of musical education, the existing shortage of qualified personnel, the fact that young people are losing interest in the existing forms of training musicians of the new formation. And to correct the artificial inhibition of natural development, a serious update of the policy in the field of art education as a whole can.

Orlova E. V. On innovations in teaching music-theoretical subjects and not only // Media Musical Blog. 03/28/2015.?p=904

At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.

• Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).
• Pedagogical technology is a meaningful Technics implementation of the educational process. (V.P. Bespalko).
• Pedagogical technology is description the process of achieving the planned learning outcomes (I.P. Volkov).
• Learning technology is a component procedural part didactic system (M. Choshanov).
• Pedagogical technology is a well-thought-out model of joint pedagogical activity in designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).
• Pedagogical technology means system set and operation procedure all personal, instrumental and methodological means used to achieve pedagogical goals (MV.Klarin).

It seems possible to use almost all general pedagogical technologies in the lessons of the theoretical cycle at the children's art school.

Problem-Based Learning Technologies

A high level of tension in the thinking of students, when knowledge is obtained by their own labor, is achieved by using problem learning. During the lesson, students are busy not so much memorizing and reproducing knowledge as solving problems-problems selected in a particular system. The teacher organizes the work of students in such a way that they independently find in the material the information necessary to solve the problem, make the necessary generalizations and conclusions, compare and analyze the actual material, determine what they already know, and what else needs to be found, identified, discovered, etc. .d.

Conducting lessons using problem-based learning involves the use of a heuristic (partially search) method.

In the lessons at heuristic method The following activities can be carried out by students:

• work on the text of a work of art:
  • episode analysis or whole work,
  • retelling as a method of analysis,
  • selection of quotes to answer the question posed,
  • drawing up a plan as a technique for analyzing the composition of a part or a whole work,
  • analysis hero image,
  • Comparative characteristics heroes;
• drawing up a plan for your detailed answer, for a report, essay;
• a concise presentation of the results of the analysis of works of various arts,
• analysis of the problem;
• debate speeches,
• essays on private and general topics as a result of their work on the work.

This technology is successfully used in the lessons of musical literature and art history.

Practical example: Using additional literature and a textbook, compose an "Imaginary Interview with J.S. Bach"

-Mr. Bach, you have written a huge number of works. They can be played for a whole year, even if performed daily. Which of them is the most valuable to you?

What did you want to tell people by speaking to them in the language of music?

Mr. Bach, when did you start studying music? Who taught you?

Where did you receive your education?

Mr. Bach, which of your contemporaries do you consider outstanding composers?

- You wrote music in all genres that existed in your time, except for opera. What is it connected with?

Technology of effective lessons

There is a separate pedagogical technology based on a system of effective lessons. Author - A.A. Okunev.

Non-traditional learning technologies include:

Integrated lessons based on interdisciplinary connections; lessons in the form of competitions and games: competition, tournament, relay race, duel, business or role-playing game, crossword puzzle, quiz;

Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, reporting, review;

Lessons based on non-traditional organization of educational material: a lesson in wisdom, a lesson in love, a revelation (confession), a lesson-presentation, "an understudy begins to act";

Lessons with imitation of public forms of communication: a press conference, an auction, a benefit performance, a rally, a regulated discussion, a panorama, a TV show, a teleconference, a report, a live newspaper, an oral magazine;

Lessons using fantasy: a fairy tale lesson, a surprise lesson, a gift lesson from a wizard, a lesson on aliens;

Lessons based on imitation of the activities of institutions and organizations: court, investigation, debates in parliament, circus, patent office, academic council;

Lessons that imitate social and cultural events: a correspondence excursion into the past, a journey, a literary walk, a living room, an interview, a reportage;

Transferring traditional forms of extracurricular work into the framework of the lesson: KVN, "Connoisseurs are investigating", "What? Where? When?", "Erudition", matinee, performance, concert, dramatization, "gatherings", "club of connoisseurs", etc.

Almost all of these types of lessons can be used in children's music schools.

For example,

• at the lesson of musical literature - "live newspaper" oral magazine, review, lesson-presentation, concert, etc.;
• in the art history lesson - role-playing game, invention, conference, excursion into the past, travel, etc.

Practical example: when studying the topic "Architecture", I invite everyone to introduce themselves as architects who want to participate in development hometown. It is necessary to prepare a drawing (poster, etc.). structures, present it at a meeting of the "architectural council" (teacher and all students), prove its necessity and usefulness. After listening to all the participants, a vote takes place by placing multi-colored magnets on the posted posters (each student has one magnet, you cannot put it on your own poster). Based on the results of the meeting of the "architectural council", the most useful and beautiful project is selected. The work is evaluated as follows - all participants receive "5". The winner is another "5".

• at the solfeggio lesson - a surprise lesson, a gift lesson from a wizard, a competition, a duel, etc.

Practical example: exercise "Duel" - 1 duelist is assigned, he can choose an opponent (the teacher can also appoint an opponent), the teacher plays intervals (chords, steps, etc.) by ear, "duelists" answer in turn until the first mistake one of the opponents.

Project method

The project method involves a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with a mandatory presentation of these results. Basic requirements for using the project method:

The presence of a significant problem in the research creative plan.

Practical, theoretical significance of the expected results.

Independent activity students.

Structuring the content of the project (indicating the phased results).

Use of research methods.

The results of completed projects must be tangible, i.e. decorated in any way (video film, album, travel log, computer newspaper, report, etc.).

Wide scope for using this technology in the lessons of musical literature, listening to music, art history.

Practical example: the project "Research activities of students in the lessons of the theoretical cycle at the children's art school"

This project is in the process of formation.

Members:

1. Students of the 5th grade of the music department, 3rd grade of the 5-year training program, 1st grade of the 3-year training program of the Children's Art School of the City of Svetly - the subject of musical literature
2. Students of the 4th grade of the music department, the 5th grade of the aesthetic department of the MOU DOD "Children's Art School of the City of Svetly" - the subject of "History of Art"
3. Students of the 2nd grade of the music department, 3rd grade of the aesthetic department of the MOU DOD "Children's Art School of the City of Svetly" - the subject "Listening to Music", "History of Art"

1. the acquisition by students of the functional skill of research as a universal way of mastering reality,
2. development of the ability for an exploratory type of thinking,
3. activation personal position student in the educational process based on the acquisition of subjectively new knowledge.

Project activities:

1. Student conference "Mozart. Music. Destiny. Epoch"
2. Competition of creative works "Mozart. Music. Destiny. Epoch"
3. Conference "7 wonders of the world"
4. Educational research "Basic methods of polyphony"
5. Study study "Fugue form"
6. Educational research "Epos, drama, lyrics in works of art"

For a closer study of studying the possibilities of using the project method, I suggest that you familiarize yourself with some of the provisions of the student conference "Mozart. Music. Fate. Epoch"

Conference holding:

To participate in the conference before the winter holidays, students are offered topics. The topics are distributed by lot, however, in the process of working on a topic, it is possible to change it.

Themes:

1. Mozart family
2. Who did Mozart communicate with?
3. Mozart and Salieri
4. Opera-tale "The Magic Flute"
5. My favorite Mozart music
6. Interesting stories from the life of Mozart
7. Mozart's teachers
8. Friends and Enemies of Mozart
9. Vienna - the musical capital of Europe
10. Haydn. Mozart. Beethoven. Relationship history
11. What newspapers write in the 21st century about Mozart.
12. Mozart. Travel geography.

Technology "Development of critical thinking through reading and writing"

The technology of RKMCHP (critical thinking) was developed at the end of the 20th century in the USA (C.Temple, D.Stal, C.Meredith). It synthesizes the ideas and methods of Russian domestic technologies of collective and group ways of learning, as well as cooperation, developmental learning; it is general pedagogical, oversubject.

The task is to teach schoolchildren: to highlight cause-and-effect relationships; consider new ideas and knowledge in the context of existing ones; reject unnecessary or incorrect information; understand how different pieces of information are related; highlight errors in reasoning; avoid categorical statements; identify false stereotypes leading to incorrect conclusions; identify biased attitudes, opinions and judgments; - be able to distinguish between a fact that can always be verified from an assumption and personal opinion; question the logical inconsistency of oral or written speech; to separate the main from the unimportant in the text or in speech and be able to focus on the first.

The reading process is always accompanied by the student's actions (marking, tabulation, diary), which allow you to track own understanding. At the same time, the concept of "text" is interpreted very broadly: it is a written text, a teacher's speech, and video material.

A popular method of demonstrating the process of thinking is the graphic organization of material. Models, drawings, diagrams, etc. reflect the relationship between ideas, show students the train of thought. The process of thinking, hidden from the eyes, becomes visible, takes on a visible embodiment.

Compilation of summaries, chronological and comparative tables just exists within the framework of this technology.

A practical example: compiling a chronological table along the composer's life and creative path.

Practical example: work on the analysis of sonata form in the works of the Viennese classics

The theory of gradual formation of mental actions.

Authors - Petr Yakovlevich Galperin - Russian Soviet psychologist, author of the theory of the phased formation of mental actions (TPFUD). Talyzina Nina Fedorovna - Academician of the Russian Academy of Education, Professor of the Lomonosov Moscow State University M.V. Lomonosov, Doctor of Psychology. Volovich Mark Bentsianovich - Professor of the Moscow Pedagogical University, Doctor of Pedagogical Sciences.

The sequence of training based on the theory of the stage-by-stage formation of mental actions consists of the following stages:

Preliminary acquaintance with the action, creation of an orienting basis for the action, i.e. construction in the mind of the trainee of the orienting basis of the action, the orienting basis of the action (instruction) - a textually or graphically designed model of the studied action, including motivation, an idea of ​​​​the action, a system of conditions for its correct implementation.

1. Material (materialized) action. Trainees perform a material (materialized) action in accordance with the training task in an external material, expanded form.
2. Stage of external speech. After performing several actions of the same type, the need to refer to the instructions disappears, and loud external speech performs the function of an orienting basis. The trainees say aloud the action, the operation that they are currently mastering. In their minds, there is a generalization, reduction of educational information, and the performed action begins to be automated.
3. Stage of inner speech. The trainees pronounce the action being performed, the operation to themselves, while the spoken text does not have to be complete, the trainees can pronounce only the most complex, significant elements of the action, which contributes to its further mental folding and generalization.
4. Stage of automated action. Trainees automatically perform the practiced action, even without mentally controlling themselves whether it is performed correctly. This indicates that the action has been internalized, passed into the internal plan, and the need for an external support has disappeared.

In traditional teaching, the teacher has the opportunity to judge the correctness of the work of each student in the class, mainly by the final result (after the work of the students has been collected and checked). With this technology, it is required that the teacher control each step of the work of each student. Control at all stages of assimilation is one of the critical components technology. It aims to help the student avoid possible mistakes.

Excellent technology for working on auditory development of intervals, chords, and especially for recording dictations.

Practical example: Solfeggio lesson, work on dictation at the blackboard. One student is called to the board, he writes a dictation on the board, saying all his actions aloud:

• "I'm writing a treble clef,
• arrange the beats
• I write signs at the key,
• during the first listening, I need to pay attention to the first sound (for this I will sing steady steps and compare the first sound of the dictation with them),
• I know that the last sound of the dictation is the tonic, I’ll listen to how the melody came to it (step by step, jump, top, bottom),
• I will determine the size of the dictation (for this I will clock) ", etc.

Differentiated learning

AT modern didactics differentiation of education is a didactic principle, according to which, in order to increase efficiency, a set of didactic conditions is created that takes into account the typological characteristics of students, in accordance with which the goals, content of education, forms and methods of teaching are selected and differentiated.

Ways of internal differentiation:

• the content of the assignment is the same for everyone, but for strong students, the time to complete the work is reduced;
• the content of the task is the same for the whole class, but for strong students, larger or more complex tasks are offered;
• the task is common for the whole class, and for weak students, auxiliary material is given to facilitate the task ( reference circuit, algorithm, table, programming task, sample, answer, etc.);
• used at one stage of the lesson tasks of different content and complexity for strong, medium and weak students;
• provided independent choice one of several proposed options for tasks (most often used at the stage of consolidating knowledge).

The principles of this technology must be applied to all subjects of the theoretical cycle, in particular,

in a solfeggio lesson, it is possible to memorize from the proposed 5 examples in a quarter on "Excellent", 4 - on "4+", 3 examples on "Good", 2 - on "4-", 1 example on "Satisfactory";

at the lesson of musical literature, offer a test to choose from - traditional - "excellent", with multiple answers - "good", with the help of a textbook - "satisfactory";

in a solfeggio lesson, when recording a dictation, "excellent with a plus" is received by the one who passes the dictation after 4 (another number) plays, etc.

LITERATURE

1. Bardin KV How to teach children to learn. M., Enlightenment 1987.
2. Bespalko V.P. Components of pedagogical technology. M., Pedagogy, 1989
3. Bukhvalov V.A. Methods and technologies of education, Riga, 1994
4. Volkov I.P. We teach creativity. M., Pedagogy, 1982.
5. Galperin P.Ya. Methods of teaching and mental development of the child. M., 1985.
6. Granitskaya A.S. Teach to think and act M., 1991
7. Guzeev V.V. Lectures on pedagogy, M., Knowledge, 1992
8. Guzeev V.V. Educational technology: from admission to philosophy - M.: September, 1996.
9. Guzik N.P. Teaching to learn M., Pedagogy, 1981
10. Klarin M. V. Pedagogical technology in the educational process. Analysis of foreign experience. -M.: Knowledge, 1989.
11. Likhachev T.B. Simple truths of education - M., "Pedagogy".
12. Monakhov V.M. Introduction to the theory of pedagogical technologies: monograph. - Volgograd: change, 2006.
13. Selevko G.K. Modern educational technologies: Textbook. - M.: Public education, 2005
14. Choshanov M.A. Flexible technology of problem-modular learning. - M.: People's education, 1996.

MOSCOW STATE UNIVERSITY them. M. V. LOMONOSOV

V "- ^ II (GGITUT COUNTRIES OF ASIA AND AFRICA

As a manuscript

KURIAOVA Konkordia Aleksandrovna APPEALS IN MODERN CHINESE LANGUAGE

(to the question of Chinese speech etiquette)

Specialty 10.02. 22- Languages ​​of peoples foreign countries Asian, African, Native American and Australian

dissertations for the degree of candidate of philological sciences

Moscow, 1997

The work was done at the Department of Chinese Philology of the Oriental Institute of the Far Eastern State University.

Supervisor:

Candidate of Philological Sciences, Professor A. A. KHAMATOVA. Official opponents:

Doctor of Philology, Professor N. V. SOLNTSEVA Candidate of Philology O. M. GOTLIB.

Lead organization:

Military University of the Ministry of Defense of the Russian Federation.

meeting of the dissertation council K. 053. 05. 73 in philological sciences at the Institute of Asian and African countries at Moscow State University at the address: 103009, Moscow, Mokhovaya, 11.

The dissertation can be found in the library of the Institute of Asian and African countries at Moscow State University.

Thesis defense will take place

Scientific Secretary of the Dissertation Council,

candidate of philological sciences

The dissertation under review is devoted to the study of address in modern Chinese as an integral part]! parts of Chinese speech etiquette.

DxSHDMOst_1 "we- "> emssyu"" etiquette is a functional-semantic universal, however, it is characterized by a bright national specificity associated with the uniqueness of ordinary speech behavior, customs, rituals, non-verbal communication of representatives of a particular region, society, etc. Mod speech etiquette in the work is understood as a set of forms of courtesy, politeness, developed by society, nationally specific, steadily fixed in speech formulas, but at the same time historically changeable.Pragmatically, this is a system of speech prohibitions and permissions that exist in a given society, in a given environment.

The need to analyze the national and cultural specifics of the speech and educational lyceum is dictated not only by theoretical, but also by practical considerations.

The results of the study are important for linguistic, psychological, sociolinguistic research, for the theory and practice of intercultural communication, theory and practice of teaching Chinese and translation, as well as for the typological characteristics of the Chinese language.

The main purpose of the work is to describe the system of addresses of the modern Chinese language and to identify the features of this system. In accordance with this goal, the following tasks were set in the work:

To characterize the system of addresses of the modern Chinese language, to show its complexity and diversity, to classify the addresses of the modern Chinese language;

Shake the features of related, social, commonly used addresses, as well as various formulas of address in modern Chinese;

Identify the conditions that affect the choice of appeals in various situations:

To identify trends in the system of appeals of modern Chinese.

The material of the analysis was the vocabulary of several dictionaries, including

"Dictionary of Related Appeals" published in China in 1088, "Dictionary of Chinese Appeals" published in China in 1994, "Cihai" and "Ciyuan" encyclopedic dictionaries of the Chinese language, explanatory dictionaries of modern Chinese; results of sociological research on the use

1996; materials of surveys conducted in the course of communication with the Chinese from mainland China, Taiwan, Hong Kong, Singapore in 1990-1997; materials of modern artistic prose; experience of living and studying in China and the author's work since 1953 but 1977.

Scientific novelty. The dissertation under review is the first in Russian Sinology comprehensive scientific description address systems of modern Chinese from the point of view of speech etiquette. Consideration of addresses as part of etiquette means of speech allows us to conclude that the essential properties of address in Chinese are revealed primarily in this functional-semantic field. The paper defines the main properties of calls; the features of the functioning of appeals and their interaction with other communicative formations are studied.

The practical value of the study is that its results can be used in the practice of teaching Chinese spoken language, in the practice of translation, as well as in theoretical courses and special courses "Professional ethics of a translator", "National-cultural

the specifics of the speech behavior of the Chinese", "The style of the Chinese language". Illustrative material will be useful when compiling exercises on the relevant sections of the Chinese spoken language.

The main provisions of the dissertation, examples, conclusions are of practical interest to the authors of textbooks and teaching aids in modern Chinese.

Approbation of work. The main provisions of the work and its sections were reported at mi VII Uccpoccii (1994) and VIH international (1996) conferences on Chinese linguistics at the Institute of Linguistics of the Russian Academy of Sciences, at the V World Conference of Chinese Language Teachers in 1996 (PRC, Beijing) , at the First All-Russian Conference on the Methods of Teaching Chinese in 1996 (PSAA at Moscow State University), at the IV International Conference on the Languages ​​of the Far East, Southeast Asia and West Africa in 1997 (ISLA at Moscow State University). The results of research carried out on the topic of the dissertation are presented in five scientific publications (two articles and abstracts).

The structure and scope of the dissertation. The work consists of an introduction, four chapters, a conclusion, a list of references and an appendix, occupying 279 pages of typewritten text. The list of used literature includes 201 titles of scientific articles and monographs, 121 of which are in Chinese.

The content of the work. The Introduction defines the role of speech etiquette in interlingual and intercultural communication, substantiates the need to link the consideration of the problems of speech etiquette in China with the traditional values ​​and cultural characteristics of the Chinese people. It also defines the object of the study, gives a brief overview of the study of addresses in other languages, as well as the study of address in China, formulates the goals and objectives of the study.

The first one, "Chinese Addresses and Their Classification" is devoted to the problem of address definition and description of the modern Chinese address system.

In linguistic reference books, address is defined as a word or a combination of words that names the person (rarely the subject) to whom the speech is addressed. Specialists dealing with the problems of speech etiquette believe that addressing the interlocutor is the most common etiquette sign used in the language. The specificity of the appeal lies in the fact that it attracts the attention of the interlocutor and at the same time calls him. Important Features appeals are the establishment of speech contact and the regulation of social relationships.

During the act of communication, the named can be the speaker himself (self-naming), the interlocutor (address) or a third person (proper naming), and each of these types has its own etiquette value.

In Chinese, there are two terms for address: chengwei and chenghu. The concept of chengwei is broader than the concept

chenghu and includes both address and naming and self-naming, while chenghu are words that are directly used as a

The analysis carried out in the first chapter of the Dictionary of Chinese Addresses, published in Beijing in 1994, which contains more than six thousand addresses from antiquity to the present day, showed that the Chinese address system is multifaceted, complex, and has deep roots in antiquity. It is significant that the dictionary begins with the section "ancestors", and the second section is called "parents" and includes 380 terms. Filial piety - the category of Confucian ethics remains among the core values ​​and is shared by the majority of modern Chinese, which must be taken into account in speech etiquette.

Steady standards of behavior and speech were also characteristic of Confucian-|

scientists, officials, and itinerant merchants, and peasants or artisans |

peaks. The social functioning of these norms is still a rigid automatism of a stereotype acquired since childhood.

The classifier of the appendix to the Dictionary includes 25 sections and an appendix called "Different Addresses". The vocabulary of the Dictionary is a clear proof of the stylistic richness of the language. One and the same addressee can be indicated in a conversation both respectfully and elegantly, and with the help of a metaphorical address, and diminutively, and officially, and also playfully and ironically.

Analysis of the vocabulary of the Dictionary and classifications of addresses of modern Chinese linguists allowed the author of the reviewed work to propose the following classification inversions of modern Chinese.

I. Rode! foam appeals:

a) the addresses used when communicating with relatives;

b) kinship terms used to refer to non-relatives.

II. Social Appeals:

a) relationship-based appeals;

b) official appeals, appeals by rank and profession;

c) address by last name and first name;

d) commonly used appeals;

e) appeals - pronouns;

e) dealing with special affixes;

g) "zero" circulation.

From the point of view of the number of named related and social appeals can be: a) individual!! and b) collective.

From the point of view of speech behavior, related and social appeals can be: a) respectful; b) neutral; c) affectionate; d) derogatory; e) mocking, playful; f) nicknames, pseudonyms, g) graceful; h) familiar; i) rude, vulgar; j) special.

The second chapter is devoted to related appeals. important problem in the theory of addresses is the question of the relationship between the referential designations of relatives and the system of special appeals to relatives (vocatives). Referential terms and vocatives in a certain language may partly coincide, may differ completely, and there is a mismatch both in terms of expression and in terms of content.

The kinship system of the Chinese was exhaustively described in the early 1970s by M.V. Kryukov. The objectives of this study included the establishment of functional and semantic differences between referential terms and specialized appeals to relatives. From the point of view of speech etiquette, the conditions for using this or that address are also important, as well as the possibility of using kinship terms as an appeal to non-relatives.

The solution of these issues is impossible without an idea of ​​the kinship system. As you know, the history of China is the history of a patriarchal state, and it is natural that in the sphere of public life the focus is on family ties, consanguinity of close and distant relatives of several generations, this gives rise to a large group of appeals to people related by kinship.

The paper analyzes the features of the system of Chinese kinship terms; a comparative analysis of the main terms of kinship in three languages: Chinese, Russian and English; a scheme of relatives and appeals to them is proposed, a group of reduplicated terms of kinship is analyzed, appeals by

order of precedence, as well as the features of the Dictionary of Related Addresses, published in China in 1988. Particular attention is paid to the use of related addresses to people who are not related.

When comparing the main kinship terms in Chinese, Russian and English, it turns out that a number of kinship terms in Russian and in English in Chinese, two or more terms correspond, which is associated with a clear division of kinship in China along the lines of father, mother, wife. Chinese kinship terms reflect differences: a) by gender (male, female); b) the nature of family ties (paternal, maternal line; consanguinity, lateral relationship, property): c) age (difference between older and younger in one generation and relationships between generations).

In Chinese, there is no complete coincidence of referential kinship terms and vocatives. The same relative can be addressed in different ways. With a friend of s-horopy, some appeals may coincide, for example, the appeal uG, baba can be used for a blood relative - father and for a relative by property - father-in-law. In Chinese, there are differences in the use of kinship terms when addressing, naming, and describing relatives.

An analysis of the materials used in the work indicates significant differences in appeals to relatives in oral and written communication. A special group among kinship appeals are reduplicated kinship terms denoting the closest relatives of the child in the family, as well as appeals in order of seniority. The relationship between the structure of the language and the structure of society is clearly traced on the example of related addresses in modern Chinese. The paper analyzes the differences in the use of some related expressions in mainland China and in

Taiwan. Some features of the use of related address in putonghuai dialects are described.

The use of kinship terms as addresses to non-relatives is characteristic of the most various languages, but in Chinese. that the phenomenon is more common than in other languages, and has its own characteristics. Related appeals to non-relatives reflect the degree of acquaintance between people, the nature of their professions (man of mental or physical labor), the social status of the communicants. Such appeals are more often used in conversation with familiar people (neighbors, workmates, their relatives) than with strangers (on the street, in a store, at a train station, etc.). These appeals are more characteristic of workers, peasants and members of their families than of the intellectuals.

The choice of related treatment when communicating with non-relatives is influenced by factors such as age, degree of acquaintance, social status of the interlocutors, as well as the environment and situation in which communication takes place.

Several formulas for constructing an appeal when using kinship terms as an appeal to non-relatives have been identified: a) surname + kinship term; b) given name + kinship term; c) surname and name + term of kinship; d) a word denoting an official or social position + a term of kinship; e) demonstrative pronoun+ kinship term; f) sign of a person + term of kinship; g) a kinship term (without a definition) without a determinative. The conditions under which each of these forms is applied are determined.

Related appeals are a complex and specific microsystem as part of the speech etiquette of the Chinese. Being etiquette units of speech, such appeals in the process of organizing and regulating speech contact express the most general relations of the hierarchy and the degree of proximity of relatives.

kov, which allows us to consider them as a kind of appeals-regulators. Being used as appeals to non-relatives, related appeals turn into units of a purely regulative nature. In this capacity, they are not used for nomination, they do not specialize addressees, but become only their most general designation.

According to the Dictionary of Addresses, related addresses account for almost a quarter of all modern Chinese addresses. The vast majority of appeals are social appeals.

The main purpose of related appeals is to ensure interpersonal contacts between relatives. However, as shown in the work, related addresses in Chinese are also widely used when communicating with non-relatives; social appeals are used when communicating with people who are not related. I

The abundance of social appeals does not allow us to characterize each "

of calls, but in any language there are some of the most | common or common usage. The third chapter discusses the features of commonly used addresses in modern Chinese: ¡p] ¿¡ts tongzhn - comrade, ^ tifu - master, >

teacher, laoshn - teacher. -¿wu xiansheng - master, ¿)

xiaojie - young lady.

For all commonly used addresses considered in the work, the history of their emergence and existence in the Chinese language, the change in the role of these addresses in Chinese society is revealed.

Thus, the word tungzhn is one of the most common commonly used addresses, used regardless of gender, age (children are an exception), social status. However, it cannot be used in any setting and to any person. But in the period after the creation of the PRC, it

gradually forced out of use many other commonly used addresses, which was dictated by the ideological and political guidelines of the CPC.

And now the treatment tu.izhi is used when referring to the following categories of people: a) to strangers; b) to people whose profession is unknown; c) to party comrades; d) to people who do not have positions and titles. This appeal can be used both in a formal setting and in everyday communication. The formulas for addressing the word tupzhzhn can be as follows: a) tupzhzhn: b) surname + tunzhzhn; c) given name + tongzhi: d) surname + given name + tongzhi: e) position + tongjin; f) adjective + tongzhi: g) adjective + surname + tongjong: h) iol + tongjong.

Sociological studies conducted in the PRC show a different frequency of use of the tongzhi address in individual cities and regions of China. So, in Beijing, where the percentage of cadres is high, there are many veterans of the revolution, the party, it is more common than in Shanghai - the industrial and commercial center of China. The paper gives examples of unmarked and marked use of the tongzhi address.

With regard to the treatment of shnfu. then his role quickly increased in modern speech etiquette. If earlier, to use this appeal, it was necessary to have three conditions that the person being addressed had to meet: 1) a worker with skill; 2) senior in age; 3) a man; then at present the last two conditions are not mandatory, and the first has become the following: any worker (this includes both manual and mental workers, including people working in the service sector).

The address laoshn has recently gone beyond its primary use as a polite way for a student to address a teacher. It also went out

outside the sphere of education, but is used to some extent in the field of art, literature, among journalists, on radio, etc. The expansion of the scope of application of the laoshn appeal is connected with the social and psychological processes taking place in Chinese society. The meaning of the word laoshn is associated in the minds of people with knowledge, skill, correctness and culture, so it gradually became a respectful appeal not only to teachers, but also to other representatives of the intelligentsia. This process became possible as the role of the teacher, the intelligentsia and culture in Chinese society began to rise in recent years.

The possibility of using the appeal laoshn depends on the age of the interlocutors. In practice, it does not apply to people of the same generation as the speaker. As a rule, this is a polite appeal to people belonging to the older generation. The paper specifically considers exceptions to this rule.

Xiaisheng - teacher, lord - is one of the most common honorifics in China. However, the meaning that this word has had over the millennia has repeatedly changed. In Shijing, its meaning is preborn. Gradually, the word acquired an increasingly respectful, respectful connotation and began to be used to designate and address older educated people, teachers, doctors, and then simply in relation to the interlocutor to whom the speaker wanted to express his respect, respect. All these meanings were associated with the etymology of this word, and most importantly, with one of the traditional moral values ​​of the Chinese - honoring parents and elders.

The use of this appeal is currently limited by certain conditions, which include the social status of the addressee, his profession, age, origin, gender. The use of the word xiansheng has its own

features in mainland China compared to Taiwan, Hong Kong, Macao. The word xiansheng in the PRC is used as an address: I) when directly addressing a foreigner and designating foreigners; 2) when addressing "and pointing to the leaders of various parties in China, with the exception of members of the CPC; 3) when referring to prominent and famous figures of art, literature, scientists, professors, as well as pointing to them; 4) when ironing, making fun of a person ( formula: definition + xinshetz).

One of the commonly used respectful appeals to women, the word xiaosche - young lady, has been used in China as an address for several millennia, but the meaning that was invested in this appeal has repeatedly changed under the influence of various factors: social, psychological and others, which is described in detail in the work. As for the present, even at the end of the last decade, the word xiaojie was widely used only in international contacts, but over the past decade, its rating as an address in domestic contacts has increased significantly.

Social appeals are meant to reflect the very structure of society; they can become signs of various social movements, parties, designation of social ideals. Common addresses are not universal, their choice is motivated.

In some areas of activity, their own appeals can be developed, which, under certain conditions, are able to go beyond the previous functioning prescribed by etiquette, and turn into commonly used appeals. In accordance with speech etiquette, a common address can be perceived as polite or respectful under certain conditions, but used in other conditions may offend the addressee or sound inappropriate.

Chinese has large quantity appeals, but the number of appeal formulas in the system of speech etiquette is to a certain extent limited. The fourth chapter of the work is devoted to the analysis of address formulas and trends in the address system of the modern Chinese language. The formulas of address in Chinese can be reduced to the following:

1. A proper name. 2. Surname + professional title. 3. Surname + position. 4. Surname + profession. 5. Surname + word-address, b. Pronoun. 7. Lao + surname. 8. Xiao + surname. 9. Surname + Lao. 10. Common appeals. 11. Surname + common address. 12. Name + common address. 13. Surname + first name + common address. 14. Determinative + Common Appeal.

Each of the formulas corresponds to certain conditions of use. For example, due to the fact that addressing by name is allowed only among close friends "or a relative, the following social address formulas are common in China: surname + common address / position / profession / rank. Such formulas are used if the speaker wants to emphasize his respect for the addressee, and also in a formal setting.The work discusses in detail the formulas for addressing Lao and Xiao, addresses expressed by personal pronouns, addresses to a mass addressee, the so-called special addresses, features of the use of various addresses in specific situations, as well as some features of the use of addresses in written speech..

Forms with lao are used in Chinese both for the formation of addresses, and for naming and self-naming. Putting a lao in front of an address can mean respect, respect for people older in age, but it can also be an indicator of affectionate treatment, at the same time indicating the youngest in age. One of the most common forms of address in Chinese is

liao + (surname. There is also a form surname + liao, which is used to express special respect for famous people occupying a high position in society. If tongzhi or tifu are added to the form lao + surname, this enhances the shade of solemnity, the seriousness of the situation, weakens a touch of intimacy characteristic of Lao addresses.

The form lao + kinship term can form both related appeals, for example: laoshu - the youngest maternal uncle, and social appeals indicating warm, close relations between colleagues, friends, for example: laog > - friend, friend, brother. Other forms of dealing with Lao are also considered in the work.

As for the forms of treatment with xiao, they can form appeals with a diminutive, endearing meaning, and also act as an indicator of a disdainful attitude towards the addressee. Xiao has a derogatory term for self-naming and naming people and things related to the speaker.

Substantivized phrases with de, used as addresses, from the point of view of etiquette, are now vulgar disrespectful.

Pronouns, especially personal ones, are directly related to speech etiquette in any language, since they are associated with self-naming and naming of the interlocutor or third person. In Chinese, there are certain rules for the use of pronouns depending on the age, social status of the addressee, the situation of communication, and the degree of acquaintance of the interlocutors. The pronoun of the second person singular nee in Chinese corresponds to the polite form of shin.

When choosing a second person pronoun as an address, three factors are significant: 1) the social characteristics of the speaker: his age, specialty (profession); 2) relations between speakers and 3) a specific linguistic situation of communication (including the speaker's attitude to communication), as well as certain taboos on the use of certain pronouns in certain speech situations.

Collective appeals, or appeals to a mass addressee, as well as individual appeals, have their own specifics. Collective appeals to relatives can be expressed by collective nouns, before which surnames, nicknames, seniority indicators, prefixes l po and xiao can be used; they can be shaped with the plural suffix men. After these nouns there may be numerals with a countable word, and before them - demonstrative or personal pronouns; in this case, the plurality suffix and personal pronouns mt can be omitted.

The second group of collective appeals to relatives is made up of nouns - terms of kinship, the second component of which is the morpheme er_; the third group - words expressing the relationship between the older and younger generations or all family members. The appeals of the three above groups differ not only structurally, but also semantically.

In different places in China, different collective addresses are used to denote the same kinship relationship. On the other hand, in one locality, these appeals may differ due to the situation in which communication takes place and because of the status of those communicating. There are features of the use of collective appeals to relatives in the diplomatic environment, in written and colloquial speech, fiction and newspaper publications.

Social collective addresses can be expressed by collective nouns, often with the addition of the collective plural suffix men to the individual social address men. Sometimes, before an individual appeal, to form a collective appeal, an indicator of the multiplicity of gevzn is added. There are other forms of collective treatment that are not common in oral speech, but are found in newspaper publications, in fiction.

Various formulas of address in Chinese (both individual and collective, both related and social) can be used in certain conditions and situations and have different restrictions when used as addresses. The factors influencing the choice of addresses include: the social status of the communicants (equal / above / below the addressee); degree of acquaintance (own/stranger; familiar/unfamiliar); relations between communicants (friendly/friendly/neutral); floor; age; environment (formal/informal) and other conditions of communication.

The speech etiquette of the Chinese provides for a respectful attitude towards the elder in age and position, a friendly attitude towards the younger but in age and position. At the same time, the choice of address is subordinated to the goal of exalting the role and status of the addressee and downplaying the role and status of the addressee.

In Chinese, there is a group of so-called special addresses that have an unusual structure from the point of view of Chinese grammar, as well as generally accepted addresses that are used in functions or situations that are unusual for them. So, the appeals syanshzn - master and syup - brother, friend can be used as a respectful appeal (and naming) to women from literary and scientific circles who have a respectable age, a certain authority in society or occupy a relatively high position. In work

other days of special treatment are analyzed, including those related to the ancient traditions of the Chinese. Nicknames, nicknames, pseudonyms are a peculiar type of address and naming in Chinese.

Writing etiquette is a part of speech etiquette that has been given great attention in China since ancient times. The most serious requirements were placed on the beginning and ending of the letter. This cultural tradition has undergone some changes along with the evolution of Chinese society, especially since the written Chinese language Wenyan was replaced by Banhua, a literary language based on the norms of oral speech. The choice of address, one of the main parts of the beginning in a letter, is currently influenced by such factors as the nature of the letter (offical / pseudonymous; business / personal), the nature of the relationship between the addresser and the addressee, age, gender, degree of proximity, etc.

Appeals are a standard formula that is an integral part of any letter. A comparison of polite address formulas in Chinese, English, and American writing shows that the Chinese address system in modern writing is incomparably richer.

With the creation of the People's Republic of China in 1949, the social structure of Chinese society changed, and, accordingly, social relations between people. These changes could not but affect the system of social appeals adopted in Chinese society. In the development of social appeals over the past fifty years, several stages can be distinguished, associated with certain historical milestones in the history of Chinese society: 1) before the "cultural revolution"; 2) the period of the "cultural revolution"; 3) from the end of the seventies, after the implementation of the policy of reforms and "open doors".

Changes in social life bring diversity both to the communicative activity of people and to language practice. With the change in the nature of communication, there is a need for the emergence of new appeals.

From the general trends of change taking place in the system of addresses of the modern Chinese language, the analysis allows us to note, first of all, the trend of simplification in the system of addresses itself and the trend towards equality in the use of some addresses.

Simplification is manifested in reducing the requirements for the use of individual calls. If earlier, when choosing an address, an important role was played not only by the assignment of communicants to one or different generations, but also by age within one generation, now the latter criterion is sometimes ignored. Simplification is also manifested in the limitation of the scope of the use of some appeals or their disappearance from active use.

The trend of equality is to replace some of the "discriminatory" treatment, the existence of which was associated primarily with a negative attitude in society towards certain professions, as well as towards representatives of the female iol.

An important trend in the address system of modern Chinese is the periodic appearance of commonly used addresses and the strengthening of such concepts as acquaintance and social ties in the address system.

In the speech etiquette of the Chinese, it is very important whether the addressee is familiar or unfamiliar. If the addressee is familiar, then the speaker, knowing his last name, first name, age, profession, can choose an appeal that suits the atmosphere of communication and the nature of the relationship between the communicants. When addressing a stranger, the speaker can only use commonly used addresses, the range of which is not so wide.

Common usage in China for a long time were terms of kinship and various formulas with them. After the formation of the People's Republic of China, generally accepted addresses of a different nature began to appear - such as: Lao Xiai - fellow countryman, Tuizhi - comrade, Shnfu - master, and later - Laoshi - teacher and others. These new appeals

give the relationship of communicants a sense of equality, friendliness. They are a symbol of new interpersonal relationships in modern Chinese society and are not associated with terms of kinship. The lack of common address in the language in former China is due not so much to the absence of a linguistic form, but to the lack of an idea in China of the possibility unified approach to all people.

Changes in the system of addresses of the modern Chinese language occur not only as a result of the influence of extra-linguistic factors, but also for purely linguistic reasons.

The development and enrichment of the vocabulary of the Chinese language, both as a result of various word-formation processes and due to foreign and dialect borrowings, cannot but affect the meaning of the addresses, naming and self-names available in the language. New appeals appear, the meanings of existing appeals narrow or expand, old elephants acquire figurative meanings.

13 In the conclusion, conclusions are given, mainly as follows.

The speech etiquette of modern Chinese is an integral part of their traditional spiritual culture. Etiquette and ritual in China is a kind of foundation for Confucian and traditional Chinese ideas about culture in general and the culture of behavior and communication, in particular.

al, ethical and general cultural standard. Ethical norms, consisting in strict proportionality and observance of clear social, especially rank-hierarchical differences, developed in Chinese society many millennia ago, are among the traditional values ​​of modern Chinese and are part of their ethnic self-consciousness.

The speech etiquette of the Chinese provides for a respectful attitude towards elders in age and position, a benevolent attitude towards younger ones but in age and position. At the same time, the choice of address is subordinated to the goal of exalting the role and status of the addressee and downplaying the role and belittling the status of the addresser. Violation of this rule indicates the arrogance or bad manners of the addresser.

The Chinese address system has a large set of words and formulas that allow you to correctly, in accordance with the requirements of speech etiquette, choose respectful or neutral, elegant or derogatory, affectionate or rude, official or familiar, playful or contemptuous. Appeal in Chinese can be expressed by proper names, kinship terms, special regulative words.

pronouns, words denoting position, rank, as well as various formulas with them.

Both referential and vocative kinship terms in modern Chinese are an important part of speech etiquette. Referential terminology to a large extent serves the purposes of classifying relatives, and 1) ok; m kicking about | razzhpeg interpersonal relations of relatives.

As in other languages, Chinese also has various address formulas that provide contacts for people who are not related. Some of these calls are common. For a long time, kinship terms and various formulas for addressing them were used as common and common addresses in China. After the formation of the People's Republic of China, generally accepted addresses of a different nature began to be used, which meant a kind of turning point in the system of addresses. Invocations like ¡Щ tuizhi - comrade, N< лишни - учитель, ишыо-

friend, ^ Wu laosyai - countryman, syasch.yin - lord, etc. are

a symbol of new interpersonal relationships in modern Chinese society and are not associated with terms of kinship.

The lack of generally accepted treatment in former China is explained not so much by the lack of necessary linguistic forms, but by a fundamentally differentiated approach to people. Even the most common expressions in Chinese have limits to their use. Different forms of appeal involve different goals communications. The choice of address and change of address during communication depends on objective and subjective factors. The objective factors include the status, gender, age of the communicants, while the subjective factors include the environment and situation of communication, the presence or absence of third parties.

3. Social status and position of the communicants: equal / above / below the addressee; peasants/workers/employees/intelligentsia/students, etc.

4. Gender of communicators.

Additional factors are: mainland China/Taiwan/Hong Kong/Singapore, etc.; oral communication / written communication and many others.

The above factors are important not only when choosing a title, but also when naming a third person and self-naming.

The address system in modern Chinese is heterogeneous due to the large number of dialects in China. These differences are especially noticeable in the system of related appeals. Social appeals are also characterized by dialectal differences, but to a lesser extent. It is in the system of social appeals that one can notice a tendency towards the unification of appeals.

And although in the system of addresses of the modern Chinese language there are leveling tendencies and tendencies to simplify them, in the same system there is a noticeable desire to include addresses in the system of ranking people (categories and ranks). The difference lies in the fact that even in the recent past, these ranks primarily relied on intra-kinship, intra-clan relations, and at present they are increasingly based on interpersonal social relations and business ties.

I. Appeals in the speech etiquette of modern Chinese // Actual problems of Chinese linguistics: Proceedings of the VII All-Russian Conference on Chinese Linguistics. - M.: Institute of Linguistics RAS, 1994. - S. 87-91.

2. On the national and cultural specifics of the speech and non-speech behavior of the Chinese / (Co-author) // Izvestiya Oriental Institute Dalnevost. state un-ta, 1994. - No. 1.-S. 149-156.

3. Features of greetings in the speech etiquette of modern Chinese // Chinese Linguistics: Proceedings of the VIII International Conference. - M.: Institute of Linguistics RAS, 1996. - S. 89-93.

4. Some problems of teaching speech etiquette in junior courses // Vesti. Moscow university Series 13, Oriental Studies. - 1997. - No. 2. - S. 85-88.

5. On the so-called special appeals in Chinese / / IV International Conference on the Languages ​​of the Far East, Southeast Asia and West Africa: Abstracts, part I. - M .: Ed. ISSAA Center at Moscow State University M.V. Lomonosov. 1997.-S. 131-134.

KURILOVA Concordia Alexandrovna

ADDRESSES IN THE MODERN CHINESE LANGUAGE (to the question of Chinese speech etiquette)

Signed for publication on 25.12.1997. p. l. 1.0. Uch. ed. l. 1.0 Format 60X84/16. Zach. 398. Circulation 100 copies.

Printed by the printing house of the Far East State University, Vladivostok, st. Aleutskaya, 56

2. Speech etiquette and ritual in China

3. Studying addresses in other languages

4. Study of Chinese invocations in China and other countries

5. Goals and objectives of the study

CHAPTER I. Addresses in the Chinese language and their classification

1.1. Defining a call

1.2. Classifications of addresses by Chinese linguists

1.3. Dictionary of references 42 1.4 Classification of references by the author of the work

CHAPTER II. Related titles in modern Chinese

2.1. About the system of kinship terms in China, and kinship terms

2.2. Some features of related appeals

2.3. Dictionary of related references

2.4. Use of related addresses to people who are not related

CHAPTER III. Common Addresses in Modern Chinese

3.1. Tongzhi - comrade and shifu - master

3.2. Laoshi conversion

3.3. Appeal ^/Elj^ xiansheng 142 3.4, Appeal xialojie

CHAPTER IV. Address Formulas and Trends in the Modern Chinese Address System

4.1. Inversion formulas with -^j lao, yj \ xiao; phrase/word + L

4.2. Appeals expressed by personal pronouns

4.3. Calls to bulk address

4.4. Various conversion formulas and features of their use in various situations

4.5. Special treatment

4.6. To the question of nicknames and nicknames

4.7. Appeals in writing

4.8. Trends in the modern Chinese address system

Dissertation Introduction 1997, abstract on philology, Kurilova, Konkordia Alexandrovna

1. To the question of speech etiquette

The problems of the national specifics of speech communication (communication) have recently attracted the attention of scientists of various orientations: linguists and social psychologists, philosophers and anthropologists, ethnographers and specialists in the theory and methodology of teaching a foreign language.

The increase in the intensity of interlingual and intercultural contacts at the end of this century has led to the need for a comprehensive understanding of the problems of communication between people belonging to different cultures and speaking different languages.

An adequate description of such a complex phenomenon as communication is possible only with an interdisciplinary approach. Ethnopsycholinguistics is such an interdisciplinary science that has developed methods for studying national characteristics of communication.

The success of ethnopsychologists in revealing the essence of intercultural communication largely depends on the results of linguists, obtained by them in the study of the phenomenon of communication. "The national specificity of communication is manifested both in the social interaction (interaction) of communicants, who realize social ties in each act of communication, and in speech, "serving" this social interaction. Both verbal and non-verbal communication of communicants is regulated by uniform social norms, verbal communication, moreover, by rules specific to a given language.

A special place among the rules of literature is occupied by speech etiquette, which determines the art of conversation.

Good knowledge of the language, including a foreign one, is not a guarantee of the success of the speaker if he does not know enough national traditions communication in a given language, the realities of speech etiquette, the rules of communication in different social conditions, if he does not have sufficient knowledge of paralinguistic means of communication. All these features of communication received the designation "communicative behavior". "Communicative behavior in its most general form is supposed to be understood as the rules and traditions of speech communication implemented in communication, in a particular language community." .

Speech etiquette is defined as "a system of stable communication formulas prescribed by society to establish speech contact between interlocutors, maintain communication in the chosen key according to their social roles and role positions relative to each other, mutual relationship in formal and informal settings.

Distinguish speech etiquette in a broad and narrow sense. In a broad sense, speech etiquette plays a regulatory role in the choice of one or another register of communication, in a narrow sense, it constitutes a functional-semantic field of units of friendly, polite communication in situations of appeal, attracting attention, acquaintance, greeting, farewell, apology, gratitude, congratulations, wishes , requests, invitations, advice, suggestions, consent, refusal, approval, compliment, sympathy, condolences, etc. [7, 413; 80; 81].

Speech etiquette is important element culture and an integral part of the general system of etiquette human behavior and at the same time is a special area of ​​language and speech.

As V. G. Kostomarov notes (it was V. G. Kostomarov who first introduced the term "speech etiquette" into Russian studies), "The language system underlies speech activity. It determines the norm, linguistic intuition, taste, and even speech fashion, although these categories are also largely determined by extralinguistic and social factors, extralinguistic reality, even conscious scientific influence, psychological attitude, and upbringing. At the same time, this system, as a fundamental principle, as a restraining and ennobling regulator of the elements of communication as a whole, itself experiences the influence of all these categories in accordance, so to speak, with the influence, strength, and essentiality of each of them in their interconnection.

Scientific research of the system of speech etiquette in our country has been actively carried out since the 60s in the works of N.I. Formanovskaya, A.A. Akishina, V.E. Goldina, A.I. Ostanin and many others.

The functions of speech etiquette are diverse, based on the communicative function inherent in the language, they include a number of interrelated specialized functions, including: contact-establishing (phatic), orientation to the addressee (conative), regulatory, expression of will, motivation, attracting attention, expression relations and feelings to the addressee in the context of communication.

The problems of speech etiquette are studied within the framework of sociolinguistics, ethnolinguistics, pragmatics, stylistics, speech culture.

Noting that speech etiquette is a functional-semantic universal, speech etiquette experts emphasize that speech etiquette is characterized by a bright national specificity associated with the uniqueness of ordinary speech behavior, customs, rituals, non-verbal communication of representatives of a particular region, society, etc. .

Conclusion of scientific work thesis on "Conversions in Modern Chinese"

CONCLUSION

The speech etiquette of modern Chinese is an integral part of their traditional spiritual culture. Etiquette and ritual in China is a kind of foundation for Confucian and traditional Chinese ideas about culture in general and the culture of behavior and communication, in particular. al, ethical and general cultural standard. Ethical norms, consisting in strict proportionality and observance of clear social, especially rank-hierarchical differences, developed in Chinese society many millennia ago, are among the traditional values ​​of modern Chinese and are part of their ethnic self-consciousness.

Appeal is a bright etiquette sign, one of the main means of a universal nature for establishing contact and regulating social relationships. By addressing, the speaker offers the addressee a certain distribution of roles and a certain type of communication. With a change in the situation, a new sign of relationship appears, a new appeal.

The Chinese address system is rich and complex and has deep roots in antiquity. A huge number of addresses, naming and self-naming of both ancient and modern Chinese regulates the norms of speech behavior of the Chinese in a variety of situations. Interpersonal relationships In China, they have always relied primarily on the status of those communicating, on the nature of their relationship, the degree of closeness, age, and gender. Relationships between father and son, a sense of duty, justice in communication between a ruler and a subject, the difference in the functions of a husband and wife, the establishment of an order for communication between elders and younger ones, trust between friends - these are the relationships that are most ritualized in China. And appeals are designed to serve these relationships.

The speech etiquette of the Chinese provides for a respectful attitude towards elders in age and position, a benevolent attitude towards younger ones in age and position. At the same time, the choice of address is subordinated to the goal of exalting the role and status of the addressee and downplaying the role and belittling the status of the addresser. Violation of this rule indicates the arrogance or bad manners of the addresser.

The system of addressing the Chinese language has a large set of words and formulas that allow you to correctly, in accordance with the requirements of speech etiquette, choose a respectful or neutral, elegant or derogatory, affectionate or rude, official or familiar, playful or contemptuous address. Appeal in Chinese can be expressed by proper names, kinship terms, special regulative words, pronouns, words denoting position, rank, as well as various formulas with them.

The basis of the modern system of appeals is related and social appeals.

Both referential and vocative kinship terms in Modern Chinese are an important part of speech etiquette. Referential terminology largely serves the purposes of classifying relatives, while vocative terminology reflects the interpersonal relations of relatives.

A kind of microsystems in the composition of related references are reduplicated terms of kinship and references in order of precedence. These appeals have linguistic features, due to their word-formation and phonetic properties. Their functioning in the language is partly determined by extralinguistic factors.

In Chinese, there are differences in the use of kinship terms when addressing, designating and describing relatives, as well as in addressing relatives in oral and written communication.

The use of kinship terms to refer to non-relatives is common across languages, but in Chinese this phenomenon appears to be more common than in other languages. The use of related addresses to non-relatives takes into account the degree of acquaintance between people, the nature of their professions, and the social status of the communicants. The choice of related addresses when communicating with non-relatives is influenced by factors such as age, degree of acquaintance, social status of the interlocutors, as well as the environment and situation in which communication takes place.

The paper highlights several formulas for constructing an appeal when using kinship terms as appeals to non-relatives and determines the conditions under which each formula is applied.

As in other languages, in Chinese there are various address formulas that provide contact between people who are not related. Some of these calls are common. For a long time, kinship terms and various formulas for addressing them were used as common and common addresses in China. After the formation of the People's Republic of China, generally accepted addresses of a different nature began to be used, which meant a kind of turning point in the system of addresses. Appeals like /isj tongzhi - comrade, laoshi - teacher, shch^k penyu friend, -^fr^ laoxian - fellow countryman, -/b^- xiansheng - master, etc. are a symbol of new interpersonal relationships in modern Chinese society and are not associated with kinship terms.

The lack of generally accepted addresses in the former China is explained not so much by the lack of the necessary language forms, but by a fundamentally differentiated approach to people. Even the most common expressions in Chinese have limits to their use. Different forms of address imply different goals of communication. The choice of appeals and the change of appeal during communication depends on objective and subjective factors. The objective factors include the status, gender, age of the communicants, while the subjective factors include the environment and situation of communication, the presence or absence of third parties.

The main factors influencing the choice of address in Chinese are:

1. The nature of the relationship: relatives / non-relatives; own / someone else's; familiar / unfamiliar; friendly/unfriendly/neutral; boss/subordinate.

2. Age of communicants: older/younger/same age; same generation/different generation.

3. Social status and position of those communicating: equal / above / below the addressee; peasants/workers/employees/intelligentsia/students, etc.

4. Gender of communicators.

5. Atmosphere of communication: official/informal; solemn / ordinary.

6. Place of communication: city/village; capital/province/industrial city/free trade zone; family/institution/public places.

Additional factors are: mainland China/Taiwan/Hong Kong/Singapore, etc.; oral/written communication and many others.

The above factors are important not only when choosing a title, but also when naming a third person and self-naming.

The address system in modern Chinese is heterogeneous due to the large number of dialects in China. These differences are especially noticeable in the system of related appeals. Social appeals are also characterized by dialectal differences, but to a lesser extent. It is in the system of social appeals that one can notice a tendency towards the unification of appeals.

And although in the system of addresses of the modern Chinese language there are leveling tendencies and tendencies to simplify them, in the same system there is a noticeable desire to include addresses in the system of ranking people (categories and ranks). The difference lies in the fact that even in the recent past, these ranks primarily relied on intrakinship, intra-clan relations, and now they are increasingly based on interpersonal social relations and business ties.

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Chinese communications

You should always be able to speak beautifully with business partners. Especially when it comes to the Chinese. Otherwise, they will simply chat up you in such a way that you will not come to your senses as you agree to favorable conditions for them. Or vice versa, blurt out the wrong thing once, and as a result - a damaged relationship.

Due to cultural characteristics, traditions and customs, doing business in China is very different from what you are used to in your homeland. Therefore, local knowledge will help you achieve greater understanding with the Chinese.

Communication rules

Before speaking, it is worth understanding that the Chinese are different in almost everything. For us, they are like from another planet. In fact, it is the Chinese who consider all foreigners to be different. And they are terribly touchy, but they love it when you emphasize your respectful attitude towards them in every possible way. That's why:

· Always try to say "thank you" and "please", use the phrases "sorry to bother you", "is it convenient for you to talk now", "I appreciate your help".

· Always introduce yourself.

· Remind under what circumstances you have already dealt with an opponent.

· Don't tell the Chinese that they are wrong, they always think they are right.

· Also, the Chinese rarely say “I don't know” even if they really don't know. Therefore, get used to the fact that they will either remain silent at all, or try to chat you up.

· Be diplomatic, don't jump to demands.

· Always look for several alternatives and make compromises.

· You can shake hands with the Chinese, or greet partners with a slight bow or nod.

Don't be late for meetings.

· Do not be overly emotional.

· Learn the Chinese procedure for passing a business card to a partner (ming pian in Chinese). It is customary for the Chinese to pass them to each other at the first meeting, while holding the card with both hands.

You can also study the tea ceremony.

· Trust, but verify.

Do not be familiar in conversation.

· Avoid talking about politics and human rights.

· Do not give expensive gifts, limit yourself to branded souvenirs.

As for negotiations, here it is worth knowing the following:

· China is a rather large country, and the manner of doing business can be different for different representatives of the business community. For example, Cantonese, thanks to the influence of Hong Kong and constant communication with Western trading companies over the centuries, adopted a lot from Western culture. It is easier for them to do business with foreigners.

· The Chinese like to conduct business negotiations at lunch or dinner, because deals are often made during the meal.

The Chinese are very attentive to small details.

· The Chinese do not like to talk about themselves.

· The Chinese do not like to say “no” openly, just as they prefer not to become the messengers of bad news. If they have to express their refusal, then most likely they will give you hints to make clear their position during the negotiations.

· On the other hand, the Chinese love to say “yes”, and they do it even when they cannot fulfill the promise. Keep the brand, so to speak.

· Be prepared for tough negotiations. Follow your principles and goals. Maintain patience and composure. Even if there are problems in the negotiations, be firm, do not go beyond what is acceptable to you, and do not betray a desire to give in.

How to conduct business correspondence with Chinese partners

Written correspondence plays a big role in the process of establishing contacts. Do not bother about sending letters from mail, yandex, yahoo, google, and not from corporate mail, this is what most people do everywhere.

If the Chinese send you an email in MS Word document format and use the wrong encoding, then you most likely won't be able to open the document. Therefore, ask your partners to forward the letter to you again in PDF format or RTF.

When conducting correspondence, it is worth copying the text of previous messages and including it in each new letter. This will help remind the Chinese of the details of your business relationship.

Most often, people who start doing business with the Chinese using only e-mail complain that they do not receive answers.

Don't panic if you don't get a response right away. If, after a week, you have not found the cherished letter from China in your box, fax the request, or call, or forward your original letter again.

However, people often do not receive a response to a letter because they simply do not know how to write them.

For example, you should definitely not send emails with content like this:

“Hi, I would like to import your products. Send me full price list and tell me how can I get free samples?!

Till"

I will say that there will be no answer to such a letter. It's too familiar.

Also, do not start the letter with laudatory praises of your company and stretch it over five pages.

No Chinese will read such a letter to the end, because it:

boring.

· It's too long.

· Clueless.

In addition to all of the above:

1. Correctly title the letter.

2. Never use the words "URGENT", "important" in the title, such words are just annoying.

4. Check the spelling of words and write using the correct case. Do not use multiple question or exclamation marks (eg "????!!!????").

5. Tell your partner in a letter how you learned about his company.

6. Briefly describe the activities of your company and your position in the market.

7. Don't demand anything (especially the impossible).

8. Write about a specific product.

9. Do not demand in the first letter to provide you with company certificates.

10. Do not ask a lot of difficult questions in the letter about taxation, shipping, terms and conditions of delivery.

Let me give you an example of what I think is the perfect letter. For convenience, in English and Russian (to understand what is at stake).

English

Russian

Inquiry regarding earphones from Ivan Ivanov, Sounds Co Ltd. Dear Mr Li, I found the details of your company "ChinaSonic" in the trade magazine "Earphone Sources". My company is Sounds Co Ltd, based in Omsk city, and my position is Purchasing Manager. I am interested in finding new high quality earphones and headphones, and I think your company looks like an excellent possible supplier. Please could you let me know if you can export earphone products to RF? If so, please can you send me a catalog of your products or a price list? I have seen a picture of your bud-type earphones, model and products similar to these would be interesting to us. I will be very interested to speak with you more about buying from ChinaSonic. If you would like to telephone me at the number below, or email me, I will be glad to talk with you. I look forward to your reply. Best regards, Ivan Ivanov Purchasing Manager, Sounds Co Ltd [email protected] +7 123 4567890

[email subject:] Request for information about headphones, from Ivanov Ivan, Sounds Co Ltd. Dear Mr. Lee, I found out about your company's existence from the magazine "Earphone Sources". Our company, Sounds Co Ltd, operates in Omsk, Russia. I am a Purchasing Manager. At the moment, our company is interested in finding new suppliers of headphones, and in the person of your company, we hope to find a reliable partner. Please specify if you are engaged in the export of goods to the territory of the Russian Federation? If so, please, please send us your product catalog and price list. We are interested in the headphone model and models similar to it. We would like to continue cooperation with your company. I will be very glad if you answer my letter or call the number below. Looking forward to your response. Sincerely, Ivanov Ivan Purchasing Manager, Sounds Co Ltd [email protected] +7 123 4567890

The text of the letter is standard. Thus, by changing the names of products and companies, you can use it as the basis for your letters.