The Study On The Acquisition Of Chinese Polyphonic Words In Junior And Intermediate Level Of Foreign Students

Based on quantitative and qualitative analysis,this paper discusses the acquisition of Chinese polyphonic words to the junior and intermediate students who learn Chinese as a second language.First of all,we conducted a survey on textbooks.We investigated two series of teaching materials which used by Chinese native speakers and seven series of Chinese teaching materials as a second language used at home and abroad;and carried out statistical analysis on the arrangements and exercises of their polyphonic words.Then,this paper explored the priming effect of pronunciation to promote understanding on the words' meaning by the task of Pronunciation-semantic priming.We discuss how frequency and match types of pronunciation affect polyphonic words' meaning.Then,we explored the effects of the different ways of presentation and the frequency to polyphonic words by the method of Think Aloud.Finally,interviews were conducted on 48 foreign students and 6 teachers who teach Chinese as a second language.Their subjective impressions and reactions on the polyphone were collectedBased on the analysis results above,we concluded:1.There are too many or too few polyphonic words practiced in the second language teaching material,and the difficulty is not in line with the Chinese level of the target students.The exercises are relatively monotonous.Most textbooks only pay attention to the use of low-frequency pronunciation and ignore the practice of high-frequency pronunciation.2.The frequency has a significant influence on the accuracy of pronunciation judgment,but not on the time of response.3.The Chinese proficiency of the students has significant influence on accuracy and has no significant effect on the processing time.And the score of pronunciation of the familiar words and the new words of the familiar words is significant,but the semantic score is not affected,especially the new words of the familiar words.4.The frequency of polyphonic words significantly affects the pronunciation of familiar words and the new words.The effect of frequency on the paraphrasing achievement of familiar words is obvious.However,it has a significant influence on the interpretation of new words.5.For high frequency pronunciation,the phonetic performance of familiar words and new words with familiar words is consistent with that of interpretation,and the achievement of the formof single word sentence and word is higher than that of combined words.Low-frequency pronunciation has a strong dependence on context,and its performance in sentence context is better than that of words.6.The phonetic performance of polyphonic words has a certain influence on the interpretation performance.Most learners affirm that correct pronunciation can promote understanding of meaning.According to the conclusions above,we propose the following teaching suggestions:1.Teaching the difference between higher frequency pronunciation and lower frequency pronunciation.New words with lower-frequency pronunciation are suitable for teaching by presentingsentences.2.From the perspective of presentation,teaching should be carried out in the context of sentences as much as possible,so as to avoid appearing only in the form of words.Primary students prefer the teaching of double words of sentences,while intermediate students prefer the teaching of single word of sentence.3.In the textbook and polyphonic word teaching,all cases of low-frequency polyphone where it should be noted that the correct pronunciation,to reduce speculation and misreading of learners,to promote learners' semantic understanding.