| Chinese cultural-loaded words reflect the unique living habits,custom features,value orientations,ways of thinking,etc.of the Chinese nation,thus implicating rich cultural connotations.The ultimate goal of teaching Chinese as a foreign language(TCSL)is to cultivate students’ communicative competence in Chinese,so culture teaching is inevitably involved in language teaching,which in itself carries the cultural content needed for communication in the target language.As an essential part of Chinese culture,the cultural-loaded words are assuming a significant role,and they are not only the key points but also the difficult points in TCSL.Meanwhile,students are required for proficient mastery of such words.TCSL teaching books are the main carrier for students to acquire cultural-loaded words,so the corresponding interpretations in the book will directly affect students’ understanding and mastery of the word meaning.At present in China,there is still a lack of research on the interpretation of new words in TCSL,and researches on the interpretation of cultural-loaded words are even fewer.With a focus on the cultural-loaded words and their interpretations in intermediate Chinese teaching books,this paper applied the literature research,data statistics and corpus analysis to study the selection and interpretation of cultural-loaded words in three intermediate teaching books,i.e.,Boya Chinese-Intermediate,Developing Chinese-Intermediate Comprehensive Course and Intermediate Chinese Intensive Course.In this paper,cultural-loaded words are divided into five categories according to the divisions of material culture,institutional culture,behavioral culture,mentality culture and idioms.By comparing the number and categories of cultural-loaded words in the three sets of intermediate teaching books,it can be found that Boya Chinese-Intermediate comes first in the quantity and categories of cultural-loaded words,followed by Intermediate Chinese Intensive Course,and Developing Chinese-Intermediate Comprehensive Course comes last.The result shows that,different teaching books have different considerations when selecting cultural-loaded words,and they also attach different importance to cultural-loaded words.The interpretation of cultural-loaded words in three sets of intermediate teaching books is the research emphasis in this paper,which was mainly analyzed from three aspects: The Chinese interpretation method is mainly the detailed interpretation method,which strives for a detailed explanation of cultural words.The English interpretation method is mainly based on word-to-word interpretation,that is,one or more synonyms are used to interpret the words,which is too simple to fully show the connotation of cultural words.As for the content of interpretation,the biggest problem is that the interpretation is inaccurate,the internal meaning is not marked or explained,there is no interpretation or the interpretation is too simple.Based on the analysis of the interpretation of cultural words,this paper puts forward the following opinions: the interpretation methods should be diversified;in the content of interpretation,attention should be paid to the marking of internal meanings,the marking of parts of speech and the interpretation of idioms.Teaching books are an important carrier for students to learn cultural-loaded words,so such books should be compiled based on a scientific and rigorous attitude to meet students’ learning needs as much as possible.It is hoped that the relevant research in this paper could provide some feasible suggestions on the interpretation of cultural-loaded words in TCSL books,so as to promote the teaching of cultural-loaded words. |
