Research On The Application Of Etymology Analysis Method In Teaching Chinese Vocabulary To Foreigners

Vocabulary teaching serves as the key point of teaching Chinese to foreigners.Over recent years,most scholars have explored vocabulary teaching methods from a co-temporal level,such as the morpheme teaching method and the set teaching method.Fewer have explored vocabulary teaching methods from an ephemeral perspective.Based on the existing research results on etymology,this paper conducts an analysis on the origin of vocabulary and the relationship between words from a chronological perspective.By doing so,it tends to explore the rationale and cultural meaning of words,and apply them to the teaching of Chinese to foreigners.Therefore,learners can understand the changes and development of Chinese vocabulary,better comprehend its composition and meaning,and master the usage of vocabulary.Four chapters are included in the paper,except for the introduction part.The first chapter explains the origin of the etymological analysis method,the distinction between etymological and lexical meanings,and other methods of etymological analysis.The second chapter analyses some of the monosyllabic and polysyllabic words in the book,Chinese Proficiency Grading Standards.For International Chinese Language Education.In terms of monosyllabic words,analysis is mainly conducted on the fact that there is no relationship between homophonic monophonic cognates and the character pattern,as well as the homologous words with the same pronunciation.For polysyllabic words,analysis is made on some foreign words,cultural words,and monosyllabic compound words with figurative priority.In the third chapter,on the basis of the previous analysis,the confusable homographs are counted and analyzed for mistakes.The types of mistakes for monosyllabic homographs are often confused with words with the same and form,as well as words with the similar sound and form.The types of mistakes and the causes of the mistakes for compound words can be categorized as: mistakes arising from unclear meanings,mistakes arising from improper collocation,mistakes arising from improper usage and mistakes arising from improper writing.In the forth chapter,a set of monosyllabic cognates and a set of cultural words and two image-first monosemy compound words are used as examples for teaching design with relevant teaching feedback achieved.Based on the feedback,the principles and suggestions are proposed for the etymological analysis method in teaching Chinese as a foreign language.The final part concludes all that has been analyzed previously and points out the shortcomings of the paper.