The Analysis Of Polysemous Adverbs On Compiling Chinese Teaching Materials

For Chinese learners, each sense of a polysemous word should be a new word, should be relearned. But most of the Chinese textbooks only focus on form at the present stage; few textbooks make proper annotations on each sense of a polysemous word. Notional words are easy to identify and understand because there are meaningful, but most of the function words’ meaning is empty, so textbooks’ writers are likely to ignore to make annotations on polysemous function words especially on polysemous adverbs. This easily brings difficulties to the students when they learn polysemous adverbs.The main research content of this paper is the problems when compiling Chinese textbooks that the writers should pay attention to, including the processing methods and annotations of the polysemous adverbs’ sense. In order to more intuitively see the emergence of polysemous adverbs in the textbooks, taking Boya Chinese which nearly have150,000words in the nine textbooks as an example to provide detailed data support, aimed at improving Boya Chinese and providing some suggestions to compile polysemous adverbs of the Chinese textbooks.Through detailed analysis of Boya Chinese’s22polysemous adverbs, finding that Boya Chinese written on polysemous adverbs exists the following problems:1.22polysemous adverbs in the Boya Chinese present74senses, but only46polysemous adverbs are in the list of new words or language points in the textbooks, accounted for62%of the total number, that is to say, there are nearly40%of those in the blank state;2. This22polysemous adverbs annotations basically appeared in the elementary and intermediate materials, if the two stages of this textbooks do not make annotations on polysemous adverbs, middle and advanced stage are not to make any explanation;3. The English words themselves which make annotations on polysemous adverbs are usually polysemous words, with the words of a language to translate the words of another language, and it is difficult to determine which meaning that requires students to learn;4. Two or more than two English words which make annotations on polysemous adverbs represent a meaning or multiple, processing method in the teaching material is confusion;5. Chinese word explanation is sometimes not equivalent to its English counterpart;6. Some of the word explanations are not the meaning appeared in the texts;7. Language points part mostly present the word meanings instead of its usage;8. The explanations of fixed structures which include certain polysemous adverbs mostly mostly focus on the meaning and usage of the whole structure. The specific meanings of the polysemous adverbs are rarely mentioned;9. Teaching materials in a timely manner to summarize a polysemous word is good for students to comb the meaning and usage of the polysemous adverb, but only to the "还","就","都" this three polysemous adverbs, and these summaries are not comprehensive.Combined with the above problems, this paper proposes that the writers need to have the concept of sense in the compilation of teaching materials, and need to identify how many polysemous adverbs need to appear in textbooks before compiling. The best method of polysemous adverb’ annotation is along with the context meaning in the teaching material, appeared only one sense in a time, making annotations in the list of new words, if annotations in English words are polysemous, we can limit the semantic with parentheses to write filling conditions. Aside from presenting the meaning of the polysemous adverbs, the language point part should also focus on their usage. The explanations of fixed structures with certain polysemous adverbs should also present both the meaning and usage of the structure and the specific meaning of the polysemous adverb. In order to avoid too many new words in teaching materials, also can be handled in this way:a new sense of polysemous words appears in the textbook which can make annotation on the word table if this textbook will have another sense; a new sense of polysemous words appears in the textbook which can make annotation on the language points if this textbook won’t have other senses, summarizing all the meanings of a polysemous word appeared in this book. Textbooks need to make proper annotations on polysemous adverbs in the primary stage and intermediate stage, if appeared in the senior stage must do the summary work while making proper annotations on polysemous adverbs.