|摘要: ||由於全球「華語熱」的風潮，「華語」逐漸躍升為世界前三大強勢語言，因此近年來許多外籍生多選擇至中國大陸或臺灣進行短期或長期的專業中文培訓。然而，外籍生在正式接觸漢字及中華文化之前，首先必須面臨的課題便是中文名字的命名。由於「姓名」承載了各國語言中特定的文化內涵與社會風尚，因此不同國籍的外籍生在面臨中文姓名的命名時，必定也會受到不同程度的文化衝擊(Culture shock)。|
Chinese has gradually emerged as the world's top three significant languages because of the hot trend of Chinese learning around the world. Therefore, many international students have been visiting Taiwan or China, where provides the professional teaching quality and learning environment to train their Chinese abilities.
Hence, naming becomes the first issue which these international students may confront before they formally explore the Chinese characters and cultures. Chinese name is a complicated language symbol which represents one’s uniqueness and contains specific culture connotations and customs, so the cultural differences may possibly lead “culture shock” to the international students during the naming process.
This qualitative research is conducted by content research method(N=1666)and interview survey method(N=18), the data sources was mainly gathered from the international students of NCCU. The main issues of this research are listed as follows: 1.To analyze the language structures and culture connotations associated with the characters, pronunciation and meanings of the students’ Chinese names. 2. To investigate the students’ personal preferences and the intensity for their cultural inclination. 3. To realize the process and basic principles of the naming issues which the Chinese teachers adopt as well as the communication and negotiation between the teachers and students. In addition, the study will investigate the historical origins of the Chinese and English cultures, and compare the ethnic psychology and social norms behind these different cultures to establish a basic structure for the main issues in this research.
The result of this research demonstrated that on the structure of the language aspects, the international students prefer the Chinese names which are characterized by simple strokes, transliterated from the original names and including positive meanings. Furthermore, on the cultural aspects, it showed obvious gender characteristics and greater extensive selectivity of characters of the Chinese names. In addition, the international students attach more importance to the characters and the meanings of the Chinese names and showed more preferences to the names which are corresponded with the naming convention of the Chinese community. As for the Chinese teachers, their main naming strategies are: Sticking to the Chinese naming convention, transliterating from the original names, easy pronouncing, writing and memorizing.
It is undeniable that this research represents essential values for upgrading the teaching achievement for the Chinese teachers and enhances the cultural inclination for the international students. The last but not least, it is also helpful for the students to promote their ability of intercultural communication with proper Chinese names.