An Empirical Study Of “A1+A2” Compound Adjectives For Second Language Learners From A Metaphorical Perspective

The study of Chinese vocabulary can be roughly divided into ontological study and pedagogical study.The adjective teaching research mainly focuses on the detailed elaboration of the usage of individual adjectives,and the research is mostly in the stage of example description,lacking quantitative research with second language learners as subjects.Therefore,combining with the experimental research method of psycholinguistics,we study the processing characteristics of Chinese second language learners in the recognition of morpheme meaning and whole word meaning of compound adjectives,to provide a theoretical basis for the study of Chinese second language vocabulary acquisition from the perspective of language processing and practical guidance for teaching methods.First,this paper sorts out the relevant theoretical studies and cognitive processing models of metaphor and reviews the research results of compound word processing in Chinese second language.Secondly,an experiment is designed to study the semantic processing mechanism of compound adjectives in high-level Chinese second language learners by using lexical decision task as the main experimental method.Lastly,the experimental results are compared with those of native speakers to investigate the accessibility of the semantic processing mechanism of compound adjectives in Chinese second language learners.In this experiment,the following conclusions are drawn: First,for the understanding of the meaning of the two morphemes,the cognitive processing mode of native speakers and second language speakers is consistent,that is,from the perspective of processing time process,the contribution of A1 and A2 morphemes in the whole word cognition is basically the same.Second,both Chinese native speakers and second language speakers have the same understanding of the morpheme meaning and the whole word meaning of disyllabic compound adjectives,that is,there is no essential difference between the understanding of the morpheme meaning and the whole word meaning.Thirdly,for the understanding of the metaphorical meaning of the whole word in zero context,there is a significant difference between Chinese native speakers and high-level second language learners,and the recognition speed of high-level second language learners is quite different from that of Chinese native speakers.According to the above conclusions,some suggestions on vocabulary teaching are put forward.The first is to combine morpheme teaching with whole word teaching;the second is to introduce the concept of metaphor and use the knowledge of metaphor to teach the meaning of words;the third is to explain it properly with context.