Discrimination And Analysis Of Confusable Words In Contemporary Chinese Learning Dictionary

A learning dictionary is an important reference book in language learning.The Contemporary Chinese Learning Dictionary(hereinafter referred to as "Learning Dictionary")compiled by Mr.Zhang Zhiyi is a Chinese learning dictionary containing the basic vocabulary of contemporary Chinese published in 2020.As the basis for the collection of words,active exploration and attempts have been made in the compilation of learning dictionaries.This paper takes the gray prompt box "words with similar meanings and easy to be confused when used" in the "Learning Dictionary" as the research object of this paper.First,all the discriminative columns in the Learner’s Dictionary were manually counted,totaling 847,including 972 groups of confusing words.Drawing on Mr.Zhang Zhiyi’s "Theoretical Lexicology",the "project of synonym identification and analysis",the identification and analysis project is divided into three perspectives: semantic contrast project,grammatical contrast project and pragmatic contrast project.At the same time,the teaching of confusing words is both the focus and difficulty of vocabulary teaching in international Chinese education.From the above three perspectives,the author conducts a comprehensive description and systematic analysis of the identification and analysis of confusing words in the "Learning Dictionary".In terms of the identification and analysis items,it is more inclined to distinguish and analyze from the semantic comparison items,or combine the semantic comparison item and the grammatical comparison item for identification and and analysis.Combining and analyzing,while the grammatical contrast items alone distinguish less confusing words,and the pragmatic contrast items alone distinguish less confusing words.Then,according to the above items of confusable words discrimination and reference to previous research results,the words in the discrimination column of confusable words in Learning Dictionary are exemplified and divided into semantic function,grammatical function and pragmatic function according to their functional categories.It is found that among the three functions mentioned above,semantic function and grammatical function are fully expressed,and the examples provided are mainly used to supplement meaning value,indicate meaning domain,reflect grammatical features and show grammatical environment.However,relatively speaking,pragmatic functions are less reflected,mainly used to show the phonetic context,communicative ways and means of communication.Additionally,a questionnaire was designed to screen out 6 groups of confusing words that are included in the Chinese textbook Boya Chinese and Learning Dictionary.Word choice and related questions are designed for these 6 groups of confusing words.This paper investigates the content of confusing word identification and the function of matching examples in the Learning Dictionary,and from the perspective of learners’ learning validity,three suggestions are put forward for the teaching and learning of confusing word identification: first,pay attention to the frontier research of international Chinese education;Let students understand "discrimination and analysis of confusing words";secondly,teachers should choose appropriate teaching methods;thirdly,for learners,they should use reasonable learning strategies.Finally,based on the questionnaire designed in the previous section combined with the previous analysis,targeted optimization recommendations are put forward from the aspects of word selection,identification and analysis items,matching examples and language information.Among them,the most important thing is to distinguish and analyze items.The author suggests that it should be combined with the collocation of words,and more efforts should be devoted to a semantic description.