The Application Of "eat" Verbs And Metaphors Of Combination In Teaching Chinese As A Foreign Language

From the perspective of vocabulary teaching of Chinese as a second language and based on corpus analysis and cross-language comparative analysis,this paper takes the Chinese verb "eat" as the sample to study the metaphorical concept of vocabulary in the teaching of Chinese as a foreign language.In the process of teaching Chinese as a foreign language vocabulary teaching has always been vital and the quality of vocabulary teaching directly influences the learners' overall grasp of using Chinese and is also related to whether the learners can use Chinese fluently in daily conversation,or writing,among which the verb is the core difficulty in Chinese vocabulary teaching.Verbs are the linguistic symbol expression of the schema of human's daily action and behavior,which appears as the main component of the sentence regarding structure and verbs contain the concept of specific human experience and cognitive schema,of which using process catalyzes the generation and development of metaphor.Lakoff's(1980)conceptual metaphor theory states that metaphor is a cognitive tool hidden in the development of human thinking,and it is also the basic structure for the construction of general cognitive thinking.Since both basic verbs and conceptual metaphors are produced from human action experience,they interact with each other and verbs often contain broader category of metaphor extension.In the most basic actions of human beings,the cognitive schema of "eat" verbs develops in the need of survival,representing the commonly existing and essential thinking mode of human beings,thus,more and more typical metaphors than ordinary verbs naturally come into being in the combination and configuration of verbs "eat" and "eat +X".In the field of teaching Chinese as a foreign language,the study of metaphor has not been combined with the study of verbs.Currently,most of the teaching methods adopted are direct method,translation method and situational method,or teach of verbs by using and combining grammar chunk.In the first chapter of the metaphor analysis of Chinese verb "eat",the author categorized the concept of metaphor determines the conceptual category of metaphorthrough the specific difference between simile and metonymy completely and gained the similarity principle generating metaphor by comparison at the same time to lay the foundation for sorting out the radiation relation of metaphor of verbs in teaching Chinese as a foreign language.The combination and configuration of "eat +X" and the extension of metaphor are discussed,and the metaphorical meaning of the Chinese verb "eat" is sorted out to prepare for teaching.In the second chapter of cross-language analysis in the verb "eat" metaphor,the author analyzed their respective metaphors and Chinese "eat" category differences and similarities of metaphor through the investigation and research comparison of the verb "eat" in English,Korean,Thai and Indonesian to prejudge learners' possible problems in the process of learning metaphor of Chinese verb "eat".It is concluded that the cultural factors are proportional to the extension of metaphor,and it is confirmed that the vocabulary teaching with metaphor is of great significance to the input of cultural factors.Additionally,negative transfer of nationalization in vocabulary teaching due to the cultural differences is worth paying attention to.In the third chapter of experimental studies of function of metaphor in the verb "eat" in teaching Chinese as a foreign language,the author carried out the teaching experiment research on foreign vocabulary teaching,based on Fillmore's theory of "structural network" to embody "eat" metaphor as the root word and teach the learners through radiant network Gestalt to compare the final grade of two tested groups with the same basis and compare and analyze the result by KAHOOT software,which is concluded that "root word method" is conducive to learners' knowing and memorization of vocabulary and is helpful to cultivate and improve learners' ability to guess meaning.In the fourth chapter of the teaching of metaphor in the verb “eat " and its combination and configuration of lexical chunks,the author firstly sorted out and summarized the above three chapters,first of all,the sorting and summarizes biased error that learners prone to have in the using process of metaphor meaning of the verb“eat",and then put forward some suggestions and basic principles on from cross-linguistic comparison and cultural factors,and the perspective of metaphor theory basic verbs in Chinese as a foreign language teaching.This paper aims at introducing the application of metaphor into vocabulary teaching by closely combining conceptual metaphor with verbs,and giving cognitive basis and theoretical basis for verb teaching.