| This paper takes the Chinese international education with syllabic characters vocabulary hierarchies"(hereinafter referred to as the" hierarchy ")as the basis,in the quantity,type,part-of-speech tagging,English interpretation,and repetition frequency of several aspects of "standard of HSK tutorial" and "the development of Chinese" of multi-category words comparative study,analysis of both the shortcomings of the textbooks on the arrangement of multi-category words and put forward Suggestions,so as to provide reference for subsequent teaching material’s writing.In order to more pertinently grasp the use of concurrent words.Based on the HSK Dynamic Writing Corpus,the author investigates the errors of high-frequency verb names,form names and category words in the textbook,and puts forward relevant improvement suggestions from three aspects:textbook layout,teachers’ classroom teaching and learners’ own problems.The article is divided into the following five parts:The first chapter is the introduction,mainly involving the reason of the topic,research objectives,research significance,research status.The reason for selecting the topic is the diversity and complexity of the part of speech of the concurrent words,which is difficult for learners to grasp.The purpose and significance of this study is to improve the compilation of textbooks and promote the multi-dimensional development of the study of multi-category words by aiming at the advantages and disadvantages of the current arrangement of side-category words in Chinese textbooks.The research status is mainly based on the domestic research,which is divided into two parts:the ontological research and the application research.The second chapter is about the comparison between HSK Standard Course and Developing Chinese.From the perspective of quantity,the number of subcategory words in the two textbooks is similar,accounting for a small proportion,but they are basically high frequency words.Conjunctive words are mainly divided into two types:germ-name,form-name and germ-form,and there are not many words in three or four categories.The tagging of part of speech in the two textbooks is incomplete,and most of them only include one part of speech.In the English interpretation,the two textbooks have the same interpretation and so on.In addition,the repetition times of multi-category words still need to be increased.The third chapter compares"Grade Division" with"HSK Standard Course" and"Developing Chinese" respectively.The author found that the two textbooks both have missing part of speech tagging and inconsistent types of multi-category words.After consulting the materials,the author believes that the types of multi-category words should be determined according to the principle of common use,with the most common part of speech coming first and the less common part of speech coming second.The fourth chapter analyzes the errors of high frequency verb names,form names and category words in textbooks,and provides effective suggestions for the compilation of textbooks and the improvement of teaching.From the dynamic composition corpus,the author finds that the multi-category word errors can be divided into non-part of speech errors and part of speech errors.The non-part of speech errors focus on the analogue errors,while the part of speech errors are mainly caused by learners’ confusion of part of speech.The fifth chapter gives some suggestions on the compilation of multi-category words in textbooks and the teaching of multi-category words by Chinese teachers.From the arrangement of HSK Standard Course and Developing Chinese,Chinese textbooks need to improve vocabulary labeling and clearly mark the commonly used parts of speech.Teachers should pay more attention to the combination and practice of each part of speech when explaining side-category words,and can use contextual teaching method and consolidated practice method to teach.The conclusion part summarizes the research conclusion,research insufficiency and innovation. |
