The Research About Numeral Idiom Teaching In Teaching Chinese As A Second Language

Numeral idiom is an important part of idiom, and it not only has the nature andcharacteristics of idiom like fixed structure, simple form, rich meaning as well asconcise expression, but also has flexibility and diversity because of the containingnumbers with profound cultural connotation. That is why numeral idiom has becomethe difficult point of vocabulary teaching in Teaching Chinese as a Second Language.Although foreign students find difficult to understand the idiom, they are still veryinterested in on the idiom and have very strong desire to learn it. Similarly, theprofound cultural connotations of numeral idiom attract foreign students, but it is alsothe cultural connotation that prevents the foreign students from grasping the truemeaning of numeral idiom accurately. Furthermore, numeral idiom is not paid enoughattention to in Teaching Chinese as a Second Language and relative textbooks, so it iseasy for foreign students to make various errors in using them. Therefore, the study ofnumeral idiom in Teaching Chinese as a Second Language, especially in middle andadvanced stage, becomes extremely important.This paper is divided into a total of five parts:The first part is an introduction, which describes the importance of numeralidioms in Teaching Chinese as a Second Language from aspects such as the purposeand significance of research, research contents and research methods, and makesclassified review about previous studies.The second part analyzes numeral idiom from five aspects of structure, grammarcharacteristics, origins category and semantic features, elaborating the significance ofteaching numeral idiom in Teaching Chinese as a Second Language, includingexistence value and active effect.The third part investigates the editing condition of numeral idiom in TeachingChinese as a Second Language textbooks such as "HSK Guideline","New HSKVocabulary Outline","Development of Chinese","Boya Chinese" and "Experiencing Chinese". Furthermore, it analyzes the existing problems.The fourth part is the analysis of mistakes foreign students usually make inlearning numeral idiom from "HSK Dynamic Composition Corpus" and the reasonsfor errors generated.The fifth part proposes corresponding countermeasures for compiling andteaching of numeral idiom in vocabulary outline and textbooks on the basis ofprevious analysis.