Research On The Teaching Of Polysemy In Teaching Chinese As A Foreign Language

Based on the Vocabulary And Characters of Different HSK Levels and the Developing Chinese as an example and analyzes the Vocabulary And Characters of Different HSK Levels with the distribution of words,and in accordance with the Vocabulary And Characters of Different HSK Levels comprehensive statistical summary for the development of Chinese teaching material of the polysemy and appear in the teaching material of two or more times a polysemous word.Based on the questionnaire survey of international students from the college of international cultural exchange of northwest normal university and analysis the students' mastery of polysemy situation and the existing problems in learning words,trying to find targeted words in teaching Chinese as a foreign language of the teaching method of polysemy.This paper has six parts:The introduction mainly introduces the origin of the topic,sorts out the ontological study of polysemy and the research status of polysemy in teaching Chinese as a foreign language,and discusses the research purpose,significance,object and method.First chapter statistics of the Vocabulary And Characters of Different HSK Levels in the word class a,class b and class c polysemy of words,d level and the percentage of the total number of words by determining the definition and statistical principles of polysemy,and the total number of polysemous word meanings made statistics,analyzes the level of vocabulary words and their meanings in the distribution.The second chapter makes statistics and analysis on the polysemy in the comprehensive teaching material of Developing Chinese,and takes the outline of the Vocabulary And Characters of Different HSK Levels as the summary principle to classify the polysemy in the comprehensive teaching material of Developing Chinese,which echoes with the first chapter.This paper makes statistics and analysis on the polysemous words which appear more than twice in the comprehensive textbook of Developing Chinese and provides materials and basis for the questionnaire survey in the third chapter.In the third chapter,collecting questionnaire of the students at the intermediate level of the college of international cultural exchange of northwest normal university,and tested their mastery of polysemy.According to the statistics of correct answer rate of international students,it is found that international students' mastery of polysemous words and the reasons for their mistakes are related to the similarity of different meanings of polysemous words and the sequence in the textbook.The fourth chapter is based on test the results of the third chapter.According to the reasons for errors in the questionnaire,there are three suggestions for the teaching of polysemy:combining the specific context,making use of the interrelation between meanings,being familiar with the teaching material which can give the priority to the basic meanings in order to help students master polysemy better and help teachers get more targeted for polysemous word in teaching Chinese as a foreign language.Conclusion,the research content and conclusions of this paper are discussed in brief summary.It counted the Vocabulary And Characters of Different HSK Levels of the total amount of the total number of words and meanings and the percentage of vocabulary which is followed by the development of Chinese comprehensive series of the total number of words at all levels in the textbooks and teaching materials in two or more words,and on the basis of testing the students' mastery of words.The research summarizes the reasons for mistakes from the aspects of students,teachers and textbooks.At last,the research puts forward the teaching suggestions and points out the innovation and deficiency.