Research On The Application Of Etymological Analysis In Teaching Chinese As A Foreign Language

Vocabulary teaching plays an important role in teaching Chinese as a foreign language.Most of the current vocabulary teaching methods are analyzed from the perspective of synchronic,such as morpheme teaching method,network teaching method and situational teaching method.However,most of these teaching methods focus on the interpretation and the collocation of words and pay less attention to the diachronic issues such as the origin and evolution of word meanings and the cultural meaning behind them.This paper,from a diachronic perspective and based on the current research results of etymology,makes a diachronic exploration and analysis of vocabulary,and applies the knowledge of etymology to the vocabulary teaching of Chinese as a foreign language,aiming to help foreign students grasp the systematicness and motivation of Chinese vocabulary and stimulate their interest in learning.This paper mainly analyzes the vocabulary in the New Chinese Proficiency Test Syllabus from the perspective of etymology,and focuses on the analysis of evolution of monosyllabic meanings,the semantic features of the important semantic parts of polysyllabic words and the reasons for their solidification into words.In addition,this paper analyzes the errors of foreign students in using vocabulary and puts forward teaching Suggestions.Meanwhile,this paper designs a specific teaching plan by taking a group of cognate words as an example.This article is divided into five parts:The first chapter is the introduction,which mainly introduces the source,research purpose,research significance,research method and material source of this paper.The second chapter mainly introduces the research status of Chinese vocabulary teaching as a foreign language,the research on etymology and etymology,and the research of etymology in teaching application.At the same time,it introduces the concept of etymological analysis in order to explain the meaning and steps of etymological analysis.The third chapter analyzes some of the monosyllabic and polysyllabic words in the New Chinese Proficiency Test Syllabus with the method of etymological analysis.For monosyllabic words,words with homologous relations explained in the"homologous dictionary" and other dictionaries are sorted and analyzed,so as to apply them as a family of words in the teaching of Chinese as a foreign language.As for polysyllabic words,they are sorted and classified according to semantic transparency,and then the important semantic features of polysyllabic words are analyzed,and the reasons for their solidification into words are analyzed.the fourth chapter has analyzed the errors of foreign students in the BCC corpus(Beijing language and culture university modern Chinese corpus)in the use of some vocabulary and puts forward teaching Suggestions.Taking a group of cognate words as an example,the teaching design is carried out,the specific steps of teaching are pointed out,and the teaching skills of using etymological analysis method are put forward.The fifth chapter summarizes the viewpoints and main conclusions and deficiencies of the thesis.