From The Formation Of Chinese Idioms To See The Semantic Bias When Using By Foreigners

With fixed structure and comprehensive meaning, Chinese idioms illustrate the soul of Chinese language culture. As a sort of special glossary, Chinese idioms are a major component of idiomatic phrases. If foreign students of Chinese can correctly and properly use Chinese idioms, they will express themselves much better. For a variety of reasons, however, foreign students make a lot of biased errors in pronunciation, grammar, semantics, lexicon, pragmatics and so on. This paper starts from the formation of Chinese idioms, and searches for the roots of foreign students'semantic biased errors in four aspects.The first part is an overview. Firstly, the paper introduces the semantic roots of the formation of idioms, the history of semantics and three stages of semantic occurrence, including generation, transmission, understanding etc. Secondly, the paper discusses the formation of Biased Theory and the research state of Interlingua Theory . Finally, the paper introduces the historical overview of the study of ancient and modern idioms.The second part is about the basic types of semantic bias. The paper studies semantics from different standpoints, and specifically analyzes the types of foreign students'semantic bias. This part will be divided into four sections: Section I studies the students'errors in the state of the semantics and the application functions mainly from the standpoint of the relationship among the overall meaning, the surface meaning and the deep meaning; Section II is about the foreign students'errors in the vertical semantic development, including the original meaning, the basic meaning and the extended meanings; Section III is about the foreign students'errors in the horizontal semantic content, including the conception meaning, the ancient and modern meaning, the colloquial meaning, the emotional meaning, the xunggeri sesheri meaning, and the rhetoric meaning; Section IV is about the foreign students'errors in semantic stability, mainly between the fixed meaning and the temporary meaning.The third part is about the reason for foreign students'semantic errors. Section I introduces the semantic errors caused by Negative Pragmatic Transfer, which is divided into two parts: the semantic errors caused by misunderstanding the pronunciation, form, and grammar of the idioms, the semantic errors arising from semantic evolution, and the semantic errors influenced by culture. Section II is about the semantic errors caused by the objective environment.The fourth part is the semantic bias prevention strategies. This chapter for the causes of bias, the right remedy, proposed four main strategies. Section one of the semantic bias prevention strategy - teaching methods, this section presents the analytical approach idiom interpretation of signs, by teaching idioms color, contrast analysis approach and the variety of teaching methods;Prevention strategies for Section II - Construction of Corpus idioms, including: finishing the original corpus, identify parts of speech idioms and grammatical function, Semantic tagging conditions of use;Section III of the three prevention strategies - codification of students idiom dictionary; Section Four prevention strategies - understanding the formation of idioms model starting from the roots in the formation of idioms, from a phrase that is how the only thing concrete form morpheme Qubi starting the myth of the idiom from the full-length fable, history, stories or poetry statements, such as oral slang idioms condensed into a fixed-format form is divided into the following four: the interception of type, general type, cut-and add-in.The fourth part is the surgery to the causes for bias, the right medicine, main foreign language courses proposed specification design, construction phrase corpus, part of speech tagging and labeling idiom meaning of idioms and other methods used by default.Conclusion thesis reveals some of the major value ,lists a few problems that has not solved, and the goal for future research.In this thesis, we use the method of comparison and description. From detailed description and analysis of the semantic errors arising from the foreign students studying in China, we could reveal the causes of bias, hoping to influence the lives of Chinese Idioms.