A Study Of The Orientation Word "Shang" In International Chinese Language Education

As a typical orientation word,"shang" is commonly used in people’s communication and conversation,and is applicable to a variety of communicative contexts,with rich semantic and powerful grammatical functions.Helping learners to understand and use "shang" well is one of the difficulties in teaching international Chinese language education.The paper takes "shang" as the object of study,and uses a combination of quantitative statistics and qualitative analysis,as well as a questionnaire survey,in order to provide reference for relevant teaching practices.In the introductory part,the thesis focuses on the research results of scholars on the orientation word "shang" from two fields: Chinese ontology and international Chinese education.At present,the research results on the ontology of "shang" have not yet been effectively combined with international Chinese education practices,and there are problems such as the effectiveness and relevance of teaching strategies.The teaching of the word "shang" in international Chinese language education needs to be guided by solid ontological research results,and the thesis understands the word "shang" in terms of grammatical,pragmatic and semantic comparisons.The grammatical function is mainly reflected in the strong collocation ability and the ability to act as syntactic components;its pragmatic function is mainly reflected in the cultural function,which contains the traditional cultural color of "respect" as "Shang" and "good" as "Shang".Semantically,the word "Shang" can indicate the position on the high place and the surface of the object,as well as the derivation of the meaning of time,order and range.The contrast with the preposition "on" further emphasizes the semantic richness and wide applicability of the word "Shang".The paper discusses and analyzes the acquisition errors of the word "Shang" in international Chinese education practice from the perspective of syntax and semantics,and takes the four types of grammatical errors,namely,omission,addition,substitution and mingling,as the starting point.The analysis shows that the range,aspectual and spatial meanings are the most frequent ones.The reasons are mainly influenced by the negative migration of the native language,generalization of the target language,learners’ strategies,teachers and teaching materials.By analyzing the arrangement of the orientation word "Shang" in the Chinese Proficiency Grading Standards for International Chinese Language Education and the HSK Standard Course,we subdivide and order the grammatical rules of "shang" by combining ontology research,and construct the grammatical rules of "shang" in the order from easy to difficult and from high to low frequency of use.Finally,based on the above research,we suggest teaching suggestions for the word "shang" from the perspectives of teachers,textbooks and students,in order to effectively contribute to the teaching of the word "shang".It is suggested that Chinese teachers should pay attention to the analysis of errors,emphasize summarization,and guide students to improve their cognitive thinking.the HSK Standard Course was adjusted with suggestions for additional notes,strengthening exercises and adjusting the order of meaning items.At the same time,it is hoped that learners will make good use of learning methods such as comparison and induction and conscious verbal communication,so as to improve their Chinese communicative competence.