A Study On The Acquisition Bias Of Commonly Used Associated Words In Chinese International Education

As one of the commonly used word classes in Chinese,associated words are a logical expression in the process of communication,which affects the smooth progress of language communication and is an important content in Chinese teaching.In the field of teaching and research of Chinese international education,the research on related words is still relatively limited,most of which focus on the causes of bias and the learning of learners,and there are still relatively few systematic analysis of the acquisition bias of associated words.Based on the above research status,this paper analyzes and integrates the functions of Chinese related words from discourse segments to logical thinking.From the table and inside,on the basis of clarifying the pragmatic function,relying on the Chinese related word in HSK dynamic composition corpus 2.0,combined with the bias frequency of learners using associated words in the intermediate Chinese language program of the 2021 CLS "Key Languages" Scholarship Program(Changchun)to systematically divide the common categories of associated words in Chinese international education.According to the common expressions in the actual communication process,learners had four types of biases in the use of associated words,of which missing bias accounted for 25%,abuse bias accounted for 30%,misordination bias accounted for 7%,and mismatch bias accounted for 38%.To this end,teachers should have a more in-depth study of Chinese rules,through inductive deduction,comparative analysis and other means to help learners smoothly transition to the cognitive level,so as to lay a good foundation for the cultivation of communication skills.In the teaching and research of Chinese international education,the study of bias in associated words is particularly important,which is beneficial to analyzing the cultural psychology of learners,improving the language communication ability of learners,helping them to transform their thinking and language expression more smoothly,enhancing their sense of identity with Chinese culture,and reducing the occurrence of cultural misunderstandings.According to our survey results,learners experienced four types of biases in the use of associative words,of which missing bias accounted for 25%,abuse bias accounted for 30%,misordination bias accounted for7%,and mismatch bias accounted for 38%.To this end,teachers should have a more in-depth study of Chinese rules,through inductive deduction,comparative analysis and other means to help learners smoothly transition to the cognitive level,so as to lay a good foundation for the cultivation of communication skills.Due to the influence of learners’ mother tongue thinking on second language expression to a certain extent,this paper carefully studies the bias in the use of commonly associated words in Chinese international education,and analyzes the causes of bias from the aspects of language migration,cultural migration and thinking mode migration.Finally,combined with the actual teaching cases,more effective teaching suggestions are put forward for learners,instructional exercise design and teachers,hoping to provide reference for relevant personnel engaged in Chinese teaching.