Study On The Semantic Connection Of Words And Phrases In The Textbooks For Chinese As A Foreign Language

As a unique feature,the ideographic features of Chinese characters are very challenging for Chinese learners who are mainly in the form of phonetic characters.A Chinese character corresponds to one or more morphemes,and a word composed of morphemes corresponds to one or more meanings.Although modern society has evolved with the progress of Chinese characters and Chinese vocabulary and the emergence and popularization of simplified words,the relationship between multiple meanings of Chinese vocabulary has also changed.For example,the two characters recorded different words in ancient Chinese,but they have been merged into one glyph in the modern Chinese character system,which makes the two words recorded separately in ancient Chinese respectively merge into the same word.This makes the original polysemes spawn the problem of homologous.The adjustment of the word causes a new word problem.In this sense,the problem of word convergence has become one of the prominent problems in the teaching of Chinese second language.The interface of Chinese word association lies in semantics.The semantic problem involves both the meaning of characters and the meaning of words.Generally speaking,the question of meaning is mainly the meaning information conveyed by the Chinese character itself.That is the meaning of the word.The meaning of the character is closely related to the rationale.The meaning of the word is more complicated.Words in Chinese are often polysemous words,and there are two relations between synchronic and diachronic.From the perspective of synchronic relations,a word contains basic meaning and escaping.From the diachronic relationship,a word contains etymological and extended meanings and metaphorical meanings.Among the meanings,the basic meaning is the most commonly used.The extended meanings and metaphorical meanings are transformed from the development of etymology,and the frequency of use between them is different.Although the basic meaning of modern Chinese is not necessarily the original meaning of the word,it is often related to the meaning of the etymology.This makes the word and character of Chinese entangled together.In the teaching of Chinese as a foreign language,how to sort out the complex semantic relations between words according to the different levels of learners' Chinese language to improve the teaching effect?This is not only about the teaching itself,but also about the preparation of textbooks,lexicography,and even the self-acquisition of Chinese second-language learners.Because of this,the study of the cohesion of Chinese words has theoretical significance and practical significance.Therefore,we hope to make a basic discussion and research on this issue under the specific corpus.This paper consists of five chapters.The first chapter explains the topic origin,research ideas and research methods,locks the researchscope,and defines the related concepts used in this paper.The second chapter takes Boya Chinese(starting,accelerating,sprinting)as an example,and carries out statistical research on the distribution of words in the primary to intermediate stages of the textbook.According to the syllables and stages,it is statistically concluded that the primary to intermediate levels of the set consist of 4430 Chinese vocabulary.According to the classification of the words of each syllable,there are more monosyllabic words in the primary stage.There are many double syllables and polysyllabic words.Therefore,it is concluded that vocabulary teaching runs through all stages of Chinese learners,but the objectives of Chinese vocabulary are different at each stage.Revelation We must focus on the vocabulary inclusion and classroom teaching in the preparation of Chinese textbooks and classroom teaching,paying attention to the principle of easy to difficult.According to the author's statistics,there are 2226 non-repeating Chinese characters in the vocabulary of the six books.These Chinese characters are divided into single characters and fit characters,pictograms,finger words,meaning words and sound words according to the structure of Chinese characters and Chinese characters.According to the analysis,the proportion of the combined characters in Chinese characters is the largest with 2045.This inspires us to have a focus on the selection and focus of literacy in Chinese textbook layout and classroom teaching,as well as in student self-learning.And using Boya Chinese as a model,the author summarizes the Chinese characters in the textbooks,the morphemes of Chinese characters and the vocabulary composed of Chinese characters,and analyzes them from the aspects of form and meaning.The third chapter discusses the correspondence between the three stages of the textbook from the primary to the intermediate level,and compares the consistency and inconsistency between the words and the morphemes.Morphemes and words are divided into three major aspects:simple words and synthetic words.In addition,according to the results of the above statistical analysis,the author closely discusses the closeness of the meanings of the words and phrases in the textbook Boya Chinese,and the meanings of the words and phrases are different according to the semantics.Words and phrases have a high degree of closeness and a low degree of closeness.And the three-stage Chinese characters are in one-to-one correspondence with each of the six books,and the top 20 Chinese characters with the highest number of words from the primary to the intermediate level of Boya Chinese are selected.In order to represent the close relationship between the meanings of the words and the meanings of the words,the detailed analysis of the word closeness is carried out.The fourth chapter draws inspiration and suggestions for the teaching of Chinese as a second language from the research results.After analysis,the author has found that a considerable number of Chinese characters have a low degree of closeness.Therefore,for the high degree of closeness of word meanings,we can make full use of the characteristics of Chinese words in textbook selection and classroom teaching,and give full play to their own advantages.Teachers can explain through direct analysis of words.For the situation that the meanings of the words and phrases is not high,the author puts forward suggestions from the three aspects of textbook selection,classroom teaching and student self-study.The conclusion of the fifth chapter summarizes the research of this article,and points out the shortcomings in this research,and looks forward to further research in the future.