Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-12-04T10:06:08.146Z Has data issue: false hasContentIssue false
  • English
  • Français

Laoshi, zao shang hao! Good morning, teacher?

Respecting cultural differences when greeting a teacher

Published online by Cambridge University Press:  29 April 2016

Hu Xiaoqiong  and
Luo Siqi
Get access Rights & Permissions [Opens in a new window]

Extract

Terms of address are universally seen as a tool used to build social relations between speakers and hearers. Terms of address ‘help establish or maintain social bonds, strengthen solidarity and control social distance’ (Gu, 1990: 249), although ways of addressing vary from culture to culture. Therefore, the proper choice of address terms is a prerequisite for a successful interaction. Inappropriate use of address terms may lead to misunderstandings and hinder communication.

Type
Research Article
Information
English Today , Volume 33 , Issue 3 , September 2017 , pp. 2 - 7
Check for updates
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Chen, S. X. 2007. Analects: Yanyuan. Shanghai: Shanghai Cishu Press.Google Scholar
Dolton, Peter. 2013. Varkey GEMS Foundation Global Teacher Status Index. Online at <https://www.varkeyfoundation.org/sites/default/files/documents/2013GlobalTeacherStatusIndex.pdf> (Accessed July 25, 2015).+(Accessed+July+25,+2015).>Google Scholar
Fung, Y. L. 2012. A Short History of Chinese Philosophy (translated by Zhao, F. S.) Jiangsu: Jiangsu Literature and Art Publishing House.Google Scholar
Gu, Y. G. 1990. ‘Politeness phenomena in modern Chinese.’ Journal of Pragmatics, 14, 237–57.Google Scholar
Gu, Y. G. 1992. ‘Politeness, pragmatics and culture.’ Journal of Foreign Language Teaching and Research, 4, 10–17.Google Scholar
Hofstede, G. 2007. Culture's Consequences: Comparing Values, Behaviours, Institutions and Organizations Across Nations. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Jia, Y. X. 2013. Intercultural Communication. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Jin, P. & Ge, Z. 1998. Annotation of the Thirteen Classics: The Book of Rituals, Annotated by Zheng Xuan. Beijing: Zhonghua Press.Google Scholar
Journey to Civilization: knowledge about greetings. 2011. Online at <http://tv.cntv.cn/video/C25534/94623589149942ea47faac811cfbb1f3> (Accessed August 20, 2015)+(Accessed+August+20,+2015)>Google Scholar
Lin, D. J. 1996. Cross-cultural Communication Studies. Fuzhou: Fujian People's Press.Google Scholar
Meng, Y. 2010. Mottos 2010. Beijing: Fenghuang Press.Google Scholar
Oatey, H. 1988. ‘Chinese and Western interpersonal relationships.’ In Hu, W. Z.. (ed.), Intercultural Communication and What It Means To Us. Shanghai: Shanghai Translation Press, pp. 42–62.Google Scholar
Tang, X. H. 2005. ‘A pragmatic study of address forms by Chinese students of English.’ Master's thesis. Guangxi: Guangxi Normal University.Google Scholar
Tang, X. H. & Liu, S. Z. 2004. ‘The norm of politeness and pragmatic failure in cross-cultural communication address forms.’ Foreign Languages and Their Teaching, 187, 11–14.Google Scholar
Tian, H. G. 1998. Address System in Chinese and Western Communication. Beijing: Beijing Foreign Language Teaching and Research Press.Google Scholar
Wang, Q. 2011. ‘Chinese students’ ways of addressing English teachers - take “Good morning, teacher” as an example.’ Journal of Jilin Educational Institute, 27, 51–52.Google Scholar
Yang, C. 2014. ‘The overuse of “teacher” as an address form: a cognitive linguistic perspective.’ Chinese Language Journal, 7, 43–44.Google Scholar
Yang, Y. L. 2004. A Study of Sociolinguistic Issues. Shanghai: Shanghai Foreign Language Education Press.Google Scholar