| “Handle” monosyllabic verbs are the basic components used in communication of modern Chinese and it is a kind of special vocabulary that needs to be paid attention to in teaching Chinese as a second language.How to teach hand mono syllabic verbs well is the issue that we,who is engaging in or will engage in teachin g Chinese as a foreign language,should study in depth.From the point of teaching Ch inese second language,the versatility of hand monosyllabic verbs is also an importan t reason for the problems to second language learners.For example,the polyphony an d ambiguity of hand monosyllabic verbs used alone,and the complexity and diversit y combined with other object nouns are all difficult to grasp for other learners;when t hey participate in word formation as free morphemes,second language learners are ve ry difficult to understand the role of the same glyph in different contexts of situation a nd are quite easy to confuse the specific usage of words with similar forms in one cont ext of situation as a result of the cover of Chinese character forms and the existence o f a large number of monosyllable words with similar form,the learner of a second lan guage is difficult to understand the role of the same font in different environment,it i s easy confuse the context of the same form of similar words for specific usage.There fore,the main research purpose of this paper is to find a new hand verb teaching mod e different from others to improve the teaching efficiency of hand monosyllabic verbs.The main body of the paper consists of three port,pick up,lift,pull out,rob,tear,donate,extract,beckon,catch,throw,save,grasp,pick,spread,earn,pull,uncover,massage,wrench,support,pick,hold,slip,pull,plunder,pry,twist,seize,carry and resist,and their interpretation profiles in teaching materials on the basis of a comprehensive series of intermediate and advanced Development Chinese teaching materials;the second part analyzes and summaries the semantics and pragmatics of these verbs by literature reading method and language database method to roughly conclude their semantic range,pragmatic tendency and misuse types;the third part is Semantic map presentation and modular instructional design.The last part is the conclusion of the paper. |
