A Study On The Separation Words For Teaching Chinese As A Foreign Language

Separable words in Chinese that can be used in not only separable forms but also combined forms, which belong to "between words and phrases", are "off beats" in the Chinese vocabulary and the difficult points in the Teaching Chinese as a Foreign Language(TCFL). Before early1957Mr. Lu Zhiwei first mentioned "separable words "concept, Mr. Chen Wangdao had noted this phenomenon of Chinese separable words in1940s’. For decades, people gradually pay more attention to the separable words,and has carried on the beneficial explorations in many aspects about them, which has positive significance for understanding and using the separable words. Based on the exiting achievements concerning the research and the Teaching Chinese as a Foreign Language(TCFL) of the separable words, this paper focuses on482separable words in "Chinese international education in Chinese vocabulary hierarchies syllables Classification"(Classification), that is the latest release in2010and the implementation in2011, then we classify and analysis these words applying relevant linguistic theories, the teaching and learning theories, which is aiming at providing some theoretical and realistic basis to the separable words in TCFL.From the angle of language application point of view, Studying the separable words TCFL, this paper focus on the separated forms and their function of the separable words in Classification, and how to teach students about the separable words more efficiently, so we can avoid the differences on the separable words existing theory study of qualitative Firstly, in this paper we divide the separable words into transitive separable verbs and intransitive ones, and find most separable words can not take object directly,but some still can.We also find there are verb object, subject predicate and verb complement three types in the instinctive verbs.In the way of frequency in using19high-frequency separable words(behave, have an accident, be taken in, boggle, war, suffer, shake hands, sigh, check on strictly, face to face, bow, bear,bathe. help, meet, sleep, get married, get angry, come to front) and7low-frequency ones(ncminate, challenge, found, establish diplomatic relations, smuggle, lose effectiveness, assign a topic) are chosen from the482separable words, and the separated forms of19high-frequency are selectively analyzed, their Semantic feature and pragmatic features are summed up in order to improve the foreign students’abilities of receptive and productive acquisition meanwhile this analysis lays foundations and plays the core model part in how to teach and learn other separable words. Based on the large number of statistical data, inspecting the errs that foreign students made and reasons why they did in TCFL, we get some strategies of teaching separable words in TCFL and assumptions for how to deal with separable words in textbooks and how to make up the items of separable words in dictionaries, in this way we show a clear clue of study, to eliminate foreign students’ fears of difficulties in learning the separable words (?) enlarge the number of separable words they can master gradually.