The Semantic Transparency Analysis Towards Intermediate Disyllabic Words In The Graded Chinese Syllables, Characters And Words For The Application Of Teaching Chinese To The Speakers Of Other Languages

As an old and unique character in the world, the Chinese characters boast a strongexpressive function. The particularity of Chinese characters attracts manypsychological researchers both in China and other countries. They spare no efforts toresearch and explore the information processing of Chinese characters. In linguisticsfield, there are also many researches concerning the meaning of Chinese charactersmorphemes and semantic relations.After the concept of semantic transparency is introduced into the research ofvocabulary cognitive study, related vocabulary processing experiments have provedthat vocabulary learning was influenced by semantic transparency. From theperspective of second language learning, this thesis analyzes the semantictransparency of intermediate disyllabic words in The Graded Chinese Syllables,Characters and Words for the Application of Teaching Chinese to the Speakers ofOther Languages in a synchronic way. According to the following two aspects:semantic relativity between phrases and their morphemes and second languagelearners’ grasp of morphemes, this thesis divides2481intermediate disyllabic wordsinto complete transparency, comparative transparency, comparative vagueness andcomplete vagueness. Besides, this thesis put forward suggestions for vocabularybuilding and language teaching with the purpose of supplying help and guidance forTeaching Chinese to the Speakers of Other Languages (hereafter TCSOL).In the theoretical part, this paper introduces that the analysis of semantictransparency originates from motivation of words and semantic transparency’sinfluence towards second language learners can also be found in the theoretical modeof lexical representation and processing in language psychology. Then, the authorshows the definition of semantic transparency and its grade in the TCSOL. Based onthose definitions, the author analyses intermediate disyllabic words and draws itsconclusion. During the statistics, the author found some problems such as some characters needs to be degraded, some intermediate disyllabic words should be addedor deleted. What’s more, the author reorganizes phrases that have the same meaningand morphemes that appear only once in order to let the TCSOL teachers have a betterknowledge of phrases that should be taught together and those which should beemphasized...