| In vocabulary teaching of Teaching Chinese as a Second language,there exists a phenomenon:two or more Chinese words with related or unrelated meanings are translated into the same English word in the textbook,for example,“单子”and“形式”are both translated into“form”,“健康”and“健全”are both translated into“healthy”.But in fact,these words are different from each other in terms of semantic meaning or collocation.If we only pay attention to the“similarity”of words instead of the“difference”of them,it will lead to the phenomenon of different Chinese words with the same translation.This phenomenon is particularly common in elementary and intermediate textbooks of TCSL.However,elementary and intermediate Chinese learners are more likely to refer to textbooks in Chinese learning.Therefore,we believe that the study of same-translated words in textbooks is of great significance to the vocabulary teaching in TCSL.The lexical arrangement in the textbook needs to be relatively consistent with the lexical level in the Chinese Proficiency Grading Standards for International Chinese Language Education.From the perspective of same-translation version,it is one of the objectives of this paper to explore whether the lexical arrangement in the textbook is reasonable.This paper is divided into five chapters:Chapter 1 firstly describes the reason why we choose this topic,introduces the research object and the related research about “same-translated words”.Secondly,it defines the scope of the research object,as well as the theories,methods and sources of corpus used.Chapter 2 firstly makes a statistical analysis of the same-translated words in the elementary and intermediate textbooks of Developing Chinese according to the general definition.In addition,based on the same-translated words in the textbook,the corresponding hierarchical arrangement of the same-translated words can be found in the glossary outline of the Standard.Among these words,there are 36 groups not conforming to the hierarchical arrangement of the Standard,and we will discuss whether it is reasonable.Secondly,it classifies the same-translated words in the textbook from the perspective of correspondence,semantic,grammatical and pragmatic relations,and analyzes their causes from both subjective and objective aspects.In Chapter 3,we first confirm the idea that same-translated words in textbooks will have an impact on Chinese learning through the result of questionnaire.Secondly,we find the corresponding errors of same-translated words collected in textbooks in HSK Dynamic Composition Corpus and Global Chinese Interlanguage Corpus,and analyze them in terms of semantic errors,syntactic errors and pragmatic errors.Finally,the causes of the errors are summarized to be the basis for the compilation of textbooks and teaching suggestions.In the fourth chapter,specific suggestions on textbooks and teaching are proposed based on the classification of same-translated words and causes of errors mentioned above and the comparison results between same-translated words and Standard. |
