Linguistic And Cultural Features Of Three-syllable Chinese Idioms And Its Application In Teaching Chinese As A Foreign Language

The British linguist John Lyons (1981) argues that language and culture are closely linked in history. Among them, the language is the key to open the cultural treasure, and if you leave the language of their own natural cultural background, it is difficult to fully understand the language itself. Thus, the understanding of culture plays a vital role in the process of language learning. In particular, the folk culture in Chinese culture, that is, the material and spiritual culture created by the ordinary people in daily life and the practice of the practice, truly reflect the social economy,the form of the system, the behavior of people, the psychological state. At the same time, folk culture with the social and political, economic and institutional changes in the change and evolution. In this process of continuous evolution, idiom as a carrier of folk culture, vividly recorded the process, reflecting the distinctive characteristics of the Chinese people and cultural practices and changes.For the language learners, to understand the cultural characteristics of’ the language, you can better understand the language sou,rce and use background, so as to promote language learning, reduce the cultural background of the lack of cross-cultural communication adverse effects. Especially for Chinese learners, the Chinese language behind the culture of understanding is more important. China has thousands of years of civilization, but also a nation of continuous integration of the country, at the same time experienced many historical changes. In this long history of the process, the folk customs and culture in the change, the language is constantly evolving, especially the idiom, it comes from folk life and retained use so far, by people word of mouth, in the continuous precipitation and update In the process of showing a more ,rich state, but because of the idioms of their own semantic duality characteristics and out of the cultural background, foreign learners in the encounter of Chinese idioms, often only based on the literal meaning of understanding, resulting in Understand the deviation, in the exchange encountered a lot of obstacles.Through the explanation of the language and culture contained in the idiom, it can help the Chinese learners understand and correctly use the idioms while stimulating the learners’ learning motives and adding the original boring language class to the fun. In addition, Chinese culture will be in the language learning at the same time to "Run things silently" way into the learner’s cognitive system, in the subsequent study in turn to better promote language learning.However, most of the researches on idioms are focused on ontology research.Most of the researches on teaching Chinese as a foreign language focus on the shortcomings of the teaching situation and the suggestions for improvement. There is little research and application of specific teaching and application. In the actual teaching, teachers mostly lack of attention to idiomatic teaching, and the lack of appropriate teaching syllabus and teaching materials. The idioms in teaching materials are usually only simple notes, and they do not explain their cultural connotations.Usually scattered appear, not a system, resulting in student memory difficult and easy to forget. For the majority of front-line teachers, Chinese teaching content is complex,teaching tasks heavier. In the absence of direct guidance of teaching materials and literature, the practice of language teaching is still a very difficult part of teaching.In addition, due to the delimitation of idioms in the academic community is still controversial, and the three-character form of idioms used in most of the idioms, and the most representative, scholars can basically reach a consensus, not easy to confuse students. In addition, for the primary learners, the three words as the least number of idioms, can reduce the memory and use of the burden of students to increase the motivation and interest in learning.Therefore, the purpose of this paper is to study the idiomatic language suitable for teaching Chinese as a foreign language from the point of view of the language and cultural characteristics of the three-character lattice language, so as to make practical and effective guidance and reference to the classroom teaching of idioms effect. At the same time, through the contrast of the, cultural connotations of Chinese and English idioms, students who help native English speakers can better understand Chinese idioms and use them in terms of language communication.