Analysis And Teaching Suggestions On The Acquisition Of Grade A Disyllabic Polysemous Words By Foreign Students Of Beginner And Intermediate Level

When involving sentence-making procedure in modern Chinese,polysemous words play a crucial part in the development of language.It can fully complement language to make it more economical and easier in remembering.However,the connection between different meanings makes the internal meanings of polysemous words have certain common places.Although each meaning appears in a single context,it is difficult for international students who have insufficient sense of Chinese language and environment when using it.According to the total of 142 Grade A disyllabic polysemous words in Outline of Chinese Vocabulary(Hereinafter referred to as the old "Outline")and Chinese Character Levels and Character Level Syllabus(Hereinafter referred to as the new "Outline"),the statistics show that there are2 to 7 branch meanings of Grade A disyllabic polysemous words,and the words with 3 or less branch meanings account for 15.9% of the total polysemous words.So,considering the comprehensive difficulty and the acceptance level,the better choice should be learning polysemous words with only 2 to 3 meanings at first.The purpose of vocabulary learning is to communicate better.In terms of the syntactic functions,Most of the syntactic functions of Grade A disyllabic polysemous words are closely relevant to sentence-making procedure,including adding subject,predicate,object and attribute.The author also finds some of other mistakes,the author find that the text does not reflect all the meanings of polysemous words,so it seems that there are still some problems in the “outline” and the textbook that scholars need to dig and study deeply.Common in the two outlines,the comprehensively combining those statistics above,this essay is mainly focusing on the interviewing and researching of Grade A disyllabic polysemous words’ handling of the primary as well as the intermediate international students.In order to reduce potential errors and to make sure its credibility,this paper selected the Development of Chinese Primary Comprehensive Tutorial 1,Standard of HSK Tutorial 1,HSK1 Lexical Syllabus,Global Chinese Interlanguage Corpus when designing our questionnaire.When measuring the handling level of these two classes of international students,there are certainly some questions about their differences and characters between them,and the author concludes his results simply as these two opinions: First,basing on the interlanguage corpus data,the differences in the frequency of using of disyllabic polysemouswords by foreign students are found,which is not decreasing at a uniform speed,but showing a rapid decline to a uniform decline.Secondly,foreign students have a better acquisition effect on Grade A disyllabic polysemous words,and their draining level of those word’s using is closely relevant to their basement of previous Chinese knowledge.The vocabulary learned first is better handled than the vocabulary learned later,and the higher the Chinese level is,the longer the time duration of answering their paper is.With the analysis of those learning characteristics,methods concluded by international students of Polysemous and problems appeared in the researching and sorting sections,the author provides three aspects of advises to student’s education,textbook and references,and students’own learning methods in learning Grade A disyllabic polysemous words.The author’s main target is to potentially promote the learning efficiency of Grade A disyllabic polysemous words.