Research On Bi-Syllabic Verb-Noun Concurrent Words In Chinese Level Grading Standards For International Chinese Education

In July 2021,the official implementation of Chinese Level Grading Standards for International Chinese Education(referred to as Grading Standards)marked the arrival of a new era in the field of Teaching Chinese to Speakers of Other Languages.The new paradigm of "Three Levels and Nine Grades" created by Grading Standards sets a brand-new quantitative index for Chinese proficiency knowledge.However,in terms of vocabulary,Grading Standards does not explicitly deal with the difficult problem of concurrent word teaching.Therefore,it is of theoretical significance and practical value to study the most common bi-syllabic verb-noun concurrent words in Chinese.The formation of verb-noun concurrent in Chinese is influenced by many factors,including the derivation of word meaning,the flexible use of parts of speech,language contact,dialect usage and the economy principle in language expression.The verb-noun category is defined by the standards with higher teaching applicability,and 280 bi-syllabic verb-noun concurrent words in Grading Standards are selected as the objects of this investigation,combined with the tagging in dictionary and the three functional standards proposed by Hu Mingyang.By sorting out,it is found that the bi-syllabic verb-noun concurrent words in Grading Standards are distributed roughly evenly in the three Levels.Based on the principle of "distinguishing frequency",this paper refers to the frequency and usage of the selected words in Modern Chinese Frequency Dictionary,Report on Chinese Language Life(2021)and BCC Corpus,and makes a quantitative investigation on the word frequency and the distribution frequency of verbal and nominal senses.In terms of word frequency,most of the selected words in Grading Standards are graded according to the principle of "learning in high frequency and learning in common use first",but the actual usage frequency of a few words is quite different from the division interval in Grading Standards.From the data of distribution frequency of senses,either of part-of-speech senses of most selected words is more dominant in language use,and the distribution of verbal and nominal senses of a few words is relatively balanced.Based on the principle of "morpheme analysis",this paper investigates the word-formation types and morpheme word-forming ability,and finds that most of the selected words belong to Joint structure.In terms of word-forming ability of morphemes,there are 78 high-frequency morphemes with strong word-forming ability.Based on the analysis of the errors of the bi-syllabic verb-noun concurrent words in the HSK Dynamic Composition Corpus,it is found that four types of errors,namely,wrong substitution,wrong addition,omission and part-of-speech confusion,occupy the main part of the errors of the bi-syllabic verb-noun concurrent words.The main causes of the errors are the similarity of words,the restriction of the scope of words,the complexity of bi-syllabic verb-noun concurrent words themselves and the influence of learners’ own conditions.According to the comprehensive research results,in the arrangement of the bi-syllabic verb-noun concurrent words in Grading Standards,there are some words with a big gap between vested grading and authentic word frequency,and there are some phenomena such as the wrong sequence of the senses and the omission of necessary sense tags.Therefore,we should synthesize the conclusion of word frequency data and rearrange the word order reasonably.The verbal and nominal senses of words should be taught separately,and some sense tags should also be supplemented.In teaching,teachers are advised to combine Morpheme teaching with Whole word teaching,make flexible use of example sentences,and try not to interpret meanings of words in foreign language.Finally,in order to verify the feasibility of this teaching method,a 15-minute online micro-course is designed with the words"发明"as examples.The comprehensive investigation and analysis on the frequency,semantics and errors of the bi-syllabic verb-noun concurrent words in Grading Standards not only verifies the rationality of Grading Standards to a certain extent,and promote its partial optimization and improvement,but also made a supplementary discussion on the problem of bi-syllabic verb-noun concurrent words in Teaching Chinese to Speakers of Other Languages,and provides data reference and example support for the follow-up research on Grading Standards.