称呼常常是言语交际活动的第一步，而留学生在日常交际中常常面临“称呼难”的问题。从称呼语的对外汉语教学实际情况来看，学习者主要通过翻阅教材、日常交际等方式自学称呼语，这对教材的编写提出了较高的要求。要解决留学生称呼难的问题，应该从现有的对外汉语教材中的称呼语现状、留学生学习汉语称呼语的实际情况入手进行分析。本文选取《汉语•纵横会话课本》和《发展汉语•口语》这两套口语教材及其练习册作为封闭语料（共计18 册），对其中的称呼语进行穷尽性分析。本文旨在通过归纳探讨教材中的称呼语编排现状，为今后教材中称呼语的编排提出建议，同时为相关研究提供参考。首先，在前人研究的基础上，从对外汉语教学这一实践角度出发，本文重新定义称呼语并划分类别。定义强调“当面使用”这一特点，将“称呼”与“称谓”区别开来，同时将人称代词称呼语和短语形式的称呼语也纳入研究范围。其后，本文开展关于留学生学习和使用称呼语的问卷调查，重点考察学习者掌握称呼语的情况、学习和使用称呼语的情况、对目前称呼语教学的评价以及期待的学习方式等内容。调查结果证明了称呼语教学的必要性和重要性，反映出留学生掌握称呼语的情况跟教材是否涉及密切相关、称呼语的对外汉语教学现状并没有满足学生的学习需求等问题。 其后，本文以两套教材及其配套练习册为封闭语料，对其中的称呼语进行穷尽性统计分析。整体而言，两部教材中社会称呼语占了最大的比重，教材中称呼语主要以面称的形式出现，两部教材对《等级划分》的覆盖率较低，收录了相当一部分超纲称呼语。在介绍教材中称呼语的总体情况后，本文以《汉语国际教育用音节汉字词汇等级划分》为参照，并结合问卷调查的结果和社会言语生活现状，对教材中的称呼语进行分类研究。最后，本文从教材中称呼语的分级、称呼语注释、语境设计、练习设计等方面，对两套教材中称呼语的编排情况进行考察，相关结论如下：称呼语主要在课文和练习部分随机出现，两部教材中的交际场景较为丰富，人物设计在初级阶段略显单一，教材对称呼语的语用功能的展示较为成功，称呼语的相关练习较少等。以教材中称呼语的编排现状为基础，本文有针对性地提出教材编排建议——分级定位，循序渐进；规范注释，科学释义；创设具体语境，创新练习形式。

To address somebody is the first step to make a conversation, but how to use Chinese address forms in a correct and proper way is quite difficult for foreign students learning Chinese as a second language. From the point of current teaching situation, self-study is the main way for foreign students to learn address forms, such as picking up address forms in daily conversation and reading textbooks. Therefore, improving the quality of teaching material is important to promote the teaching of address forms. Not only the current arrangement of address forms in textbooks but also the learning situation of learners should be analyzed.This thesis conducts an exhaustive statistics of address forms in two series of oral textbooks, Developing Chinese and Jump high. With the aim of providing some tentative strategies that facilitate the teaching material arrangement of address forms and providing references to the related study, the current arrangement of address forms in two textbooks is investigated.Firstly, based on the previous study, we redefine address forms and categorize all the collected address forms from a practical point of view. In order to distinguish from the related terms “appellation”, the definition in this study emphasize on face-to-face communication. And pronominal and phrasal ones used to designate directly recipient (s) are also be regarded as address forms.Secondly, a questionnaire survey is carried out which is about the learning situation of address forms, the using situation and so on. By analyzing the data and result, it is concluded that it is quite necessary and important to teach address forms; the learning situation is closely related to the arrangement of address forms in textbooks; the current teaching situation does not meet the needs of the learners and so on.Thirdly, an exhaustive statistics of address forms in two series of oral textbooks is conducted. Generally speaking, the social address forms account for the largest proportion in the target textbooks, and an overwhelming majority of address forms is presented in face to face conversation. Not all address forms in two sets of textbooks are selected from “outline of Chinese syllable/characters/ vocabulary Classes”，a considerable part of address forms are beyond the outline. This thesis also makes a classificatory study on address forms selected from target textbooks by reference to the questionnaire and syllabus.Last but not the least, the grading state, annotation, the design of context and design of exercises are investigated respectively. Some conclusions are as follows, address forms scatter randomly in the target textbooks; communication scenes are various, while the design of characters lacks of diversity especially in elementary chinese textbooks; the pragmatic functions of address forms are fully demonstrated; the related exercises are not enough. Based on the current arrangement of address forms, this thesis providing some tentative strategies, such as teaching stage by stage, making the annotations more scientific and standard, creating concrete and real context, and innovating the exercises.