汉语国际传播研究

称呼语是汉语作为外语学习者习得的难点和重点，但在教学和学习过程中并未受到充分重视。除了教和学本身的问题，词汇大纲对称呼语的收录、汉语水平考试对称呼语的考查都是影响其习得的重要因素。因此本文对《汉语水平考试词汇大纲》以及汉语水平考试（HSK）真题语料中的称呼语进行了量化统计，发现《汉语水平考试词汇大纲》存在对称呼语收录不完整、不对称，对称呼语的文化标记体现不充分，对称呼语的时代变化跟进不足等问题。汉语水平考试真题存在称呼语占比低，人名称呼重复率高，称呼功能体现少，针对称呼语的题点少，各级别特有称呼语考查率低、超纲称呼语过多等问题。本研究就以上问题提出改进建议。

Terms of address are a critical yet challenging aspect for learners of Chinese as a foreign language. However, they have not received sufficient attention in teaching and learning processes. Besides the inherent issues in teaching and learning, the inclusion of terms of address in the vocabulary syllabus and their assessment in the HSK are significant factors affecting acquisition. This paper conducts a quantitative analysis of terms of address in the “HSK Vocabulary Syllabus” and HSK exam questions. The findings reveal several issues: the syllabus terms of address in syllabus are incomplete and asymmetrical; cultural markers of terms of address are not adequately reflected; and there is insufficient attention to contemporary changes in terms of address. In the HSK exam questions, terms of address have a low occurrence rate; personal names are frequently repeated; functions of terms of address are rarely reflected; there are few questions targeting terms of address; unique terms of address at each level are rarely tested; and there is an excessive number of out-of-syllabus terms of address. Based on these findings, the paper proposes suggestions.