The Application Of Morpheme Method In The Teaching Of Modifying Compound Words In International Chinese

The traditional "word-oriented" international Chinese vocabulary teaching takes words as the most basic teaching unit and ignores the close relationship between morphemes and words,leading to the fragmented acquisition mode of "teaching one can learn one" or"learning one can learn one".However,morpheme teaching is based on the component of words,which fits the characteristics of Chinese vocabulary.It can improve the efficiency of vocabulary learning and expand the vocabulary.However,according to literature reading,firstly,it is found that most of the existing literatures are analyzed from the perspective of knowledge standard and explore morpheme method by analyzing morpheme knowledge and word formation rules.Although these literature carry out in-depth analysis on morpheme knowledge,they ignore the characteristics and rules of Chinese as a second language learners when they use morpheme analysis to understand word meanings.Therefore,Switch the perspective from the previous knowledge-based to the student body.Second,many existing literatures take all Chinese words as research objects,while only a few articles take a specific class of words as research objects.Therefore,modifying compound words with a large number and easy to split morphemes are selected as research objects to study the application of morpheme method in the teaching of modifying compound words more specifically.Thirdly,the existing literature mainly explores morpheme method from the perspective of analyzing morpheme knowledge and word formation rules,which leads to the application of morpheme method divorced from the context,so emphasis is placed on the combination of morpheme and context.From the perspective of learners,relying on the HSK dynamic Composition Corpus of Beijing Language and Culture University,this paper calculates the morpheme-related errors generated by the semi-formal compound words in the "Chinese Level Vocabulary and Chinese Character Level Syllabus" of advanced Chinese learners,summarizes the types of errors,and then conducts error statistics and analysis.Combined with the analysis of lesson examples and the statistics of textbooks and word lists,this paper summarizes the problems in the teaching of semi-formal compound words in international Chinese.First,the direct teaching effect of morpheme method is limited,including the effect of solving the polysemous problem of morpheme,the effect of dealing with the complex relationship between semantic meaning and morpheme meaning,the whole word acquisition method ignores the morpheme meaning and so on.Second,the degree of cooperation between morpheme and context is not high,including the low degree of matching between context and conceptual meaning,the difficulty in taking into account context and additional meaning,and the difficulty in understanding temporary contextual meaning.Third,advanced Chinese learners have weak self-learning ability,including the limited acquisition effect of words outside the list of new words in the textbook,the limited acquisition effect of low-frequency words,and the low autonomy of learning.According to the teaching problems summarized above,some specific suggestions are put forward for the application of morpheme method in the teaching of semi-formal compound words.First,the direct teaching method is improved by focusing on meaning,analyzing applicability,in-depth analysis of semantic structure,and emphasizing morpheme discrimination of synonyms.Secondly,the relationship between morpheme and context is dealt with through the combination of morpheme method and context method,the combination of morpheme teaching and topic teaching,and the combination of interactive strategies between morpheme teaching and task-based teaching.Third,use dictionaries to cultivate learners’autonomous learning ability and enhance their morpheme awareness.