Research On Metaphorical Meaning Of Boby Words And Vocabulary Teaching Design For Chinese As A Foreign Language

Metaphor,one of the main ways of extending meaning,is of great significance to vocabulary teaching.This thesis starting with cognitive metaphor explores the semantic characteristics and semantic categories of their metaphorical meanings through the specific analysis of the five-featured words of individual cases,and attempts to derive some rules of the development and evolution of word meanings.Then basing on the analysis results of metaphorical meaning,it expresses suggestions about the important links of instructional design combined with Teaching Chinese as a foreign language,and gives a practical examples.The introduction briefly describes the current status of related metaphor research,and finds the entry point of this thesis.There are three chapters.The first chapter is the theoretical framework and research foundation,and determines the definition,type,operating mechanism of metaphor from the perspective of conceptual metaphor.The second chapter explores the relevance and regularity of metaphorical meanings of body words with metaphor theory.The metaphorical meanings and entries of the five sense words "eyebrow,eye(head),ear,nose,mouth(mouth)" are metaphorically analyzed,which are included in the "Chinese Dictionary" and "Modern Chinese Dictionary".It focuses on the use of semantic features(morphology,location,function)and semantic categories(11 types proposed by Zhao Qian’s "Evolution of Chinese Human Noun Meanings and Cognitive Motives")to derive a distribution map of metaphorical meanings.In addition,considering the historical evolution of word meaning,the corresponding relationship is reintegrated again on the prototype category theory.Finally,summing up the charts and conclusions,we get a word structure diagram of metaphorical meaning,and try to explore the rules of metaphorical meaning structure.The third chapter proposes some methods and suggestions in combination with the teaching design of Chinese as a foreign language from the level of law inquiry in the previous chapter to the level of practical teaching.In terms of teaching methods,focus on training students’ metaphorical thinking ability,learn to carry out "associative" teaching,and grasp the original meaning or basic meaning of words.In terms of teaching difficulties,for HSK dynamic composition corpus analysis,we believe that we must first strengthen morpheme meaning teaching and comparative analysis and construct a word meaning network.In terms of teaching steps,learn to follow the metaphorical meaning of vocabulary and start teaching in the corresponding order.The conclusion is a summary of the main content and views of this thesis.As a representative category of body words,facial features words have certain reference and significance for their research.Of course,there are many methods and ways that metaphor research can provide for teaching Chinese vocabulary as a foreign language,and it is worth further exploration.