A Comparative Analysis Of The Juyou-Category Verbs And An Investigation Of Their Mixed Errors In The Framework Of Extended Unit Of Meaning

Synonyms are a major difficulty in Chinese vocabulary teaching,because of their similar semantics and even similar usage,learners are prone to errors in the process of use.In this paper,Juyou-category verbs with similar meanings and usages of“juyou(具有)”,“yongyou(拥有)”and“baoyou(抱有)”are selected as the research objects,and the extended unit of meaning model is used as the framework to compare and analyze them from four aspects:collocation,class connection,semantic trend and semantic prosody.Then,from the perspective of the extended unit of meaning model,the mixed errors of verbs in the category“juyou(具有)”is investigated.On this basis,relevant suggestions on teaching Chinese as a foreign language are put forward.The extended unit of meaning model combines the co-selection relationships between words and words,words and grammar,and form and meaning,which helps students to understand the similarities and differences between synonyms more comprehensively and accurately,helps Chinese teachers better teach Chinese vocabulary as a foreign language,and opens up a new perspective for Chinese vocabulary teaching.This study consists of the following seven parts.The introductory part introduces the reasons for the topic selection and the research significance,briefly summarizes the development process and current situation of theoretical and applied research of the extended unit of meaning model,and explained the research methods involved in the study.The first chapter explains the co-selection theory and the extended unit of meaning model,including the core ideas of the theory,the connotation of the model and the concepts of collocation,class connection,semantic trend and semantic prosody,and summarizes the relevant theories of corpus linguistics.Chapter 2 describes the dimensions and steps of extended unit of meaning analysis,and introduces the software,corpus selection and processing involved in the study.Based on the extended unit of meaning model,the third chapter examines and analyzes verbs like“juyou(具有)”from four aspects:collocation,class connection,semantic trend and semantic prosody,and compares their similarities and differences.Chapter 4 collects the mixed errors of Juyou-category verbs from the HSK dynamic composition corpus,the global Chinese intermediary corpus and the“juyou(具有)”verb test paper for international students,and investigates and taking the extended unit of meaning model as view,analyzes the errors of“juyou(具有)”verbs.Based on the research in the third and fourth chapters,Chapter 5 puts forward suggestions for applying the extended unit of meaning model to teaching Chinese as a foreign language from the aspects of Chinese classroom teaching,textbook and dictionary writing.The concluding part summarizes the conclusions of the study,and explains the innovation and shortcomings of this paper.The basic conclusions of this study are as follows:Juyou-category verbs have obvious differences in collocation and semantic trend;The class connections of the three have commonalities and differences;“juyou(具有)”and“baoyou(抱有)”prosody with positive semantics,and“yongyou(拥有)”with neutral semantic prosody;Study abroad survives in the mixed errors of more Juyou-category verbs,which involves four aspects of expanding the unit of meaning.Therefore,it is necessary to integrate the extended unit of meaning model into the teaching of synonyms in the teaching of Chinese as a foreign language.