Bias Analysis Of Chinese Second Language Learners’ Acquisition Of Fiction And Reality And Similar Words

There are a large number of virtual and real words in Chinese,and such words have both the use of meaning reality and meaning blur,and the use of meaning blur is sometimes used more frequently,but international students often use the use of their meaning blur as the use of meaning reality in the process of use,resulting in bias,which is a difficult point for international students to learn.In view of this,this paper selects three different types of virtual and real words,namely the commentative adverb"kongpa(恐怕)",the conjunction"buliao(不料)"and the discourse mark"buzhi(不知)"as representatives to investigate the acquisition of such words by international students."kongpa" means "danxin,haipa" when used as a verb,and when used as an adverb of commentary,it means the speaker’s speculation about an event or phenomenon,which often has a certain degree of certainty,sometimes simply expressing estimation and speculation,and sometimes estimation and worry.The use of the real word "buliao" is very rare,limited to a few martial arts works and individual writers,at this time "unexpected" can only be used as a predicate in the sentence,can not be used alone or used to answer questions,"buliao" can also act as a related conjunction in the inflection compound sentence,indicating unexpected results,which are often negative.Whether "buzhi" is a word has not yet been unanimously agreed by the academic community,and we divide "buzhi" into semantically real "buzhi 1" and semantically virtual "buzhi2" according to its syntactic and semantic characteristics.In summary,these three words have both the use of meaning reality and meaning blur,and their use of meaning blur is used more frequently,and the use of meaning reality is very low.Combined with HSK dynamic composition corpus,global mediation corpus and Chinese continuous mediation corpus labeled with Chinese character bias,we investigate the acquisition of these three words by international students,summarize the types of biases,and analyze the reasons for their biases.The investigation found that the use of meaning blurring was not well mastered,and the use of meaning blurring as the use of meaning reality was the most important reason for the bias of international students.Therefore,coupled with other reasons,such as the influence of word forms and morphemes,international students often confuse "fear" with words such as "pa","haipa","kongju","kongbu","danxin" etc.;Due to the interpretation of teaching materials and teachers’ teaching errors,international students often confuse "buliao" with "meixiangdao";Influenced by word forms,international students often confuse the usage of "buzhi" with "buzhidao".Therefore,we put forward some suggestions for the teaching of "kongpa","buliao" and "buzhi" and other virtual and real words,including that the design of teaching materials should pay attention to standardizing the definition of words and adding a section on the identification of synonyms;Teachers can use block pedagogy,contrast pedagogy and situational pedagogy;Students learn to improve their sensitivity to such words and pay attention to accumulating synonyms in their daily lives.The most important thing is that the teaching process of such words must pay attention to the problem of teaching order,because students’ biases are almost always to use their virtual terms as real terms,so whether it is the preparation of teaching materials or teacher teaching,we must pay special attention to the teaching order: we must start from its common virtual meaning terms,and then teach the real meaning terms.