Research On The Asymmetry Of Antonyms "High/Low" "Long/Short" And Related Teaching Problems

At present,the academic research on antonym asymmetry mainly focuses on word formation and modifying components,while there is less analysis of syntax and semantics,and the study abroad survives in the bias caused by antonym asymmetry,but there are relatively few studies on the corresponding practical teaching suggestions.Based on metaphor theory and bias analysis theory,this paper takes the antonyms "high/low" and "long/short" as the research objects,and first examines the asymmetry of the two pairs of antonyms at the frequency of use,semantics,word formation,grammar and cognition.Secondly,through the classification analysis of projection domains,we find that "high/low" and "long/short" have asymmetry in the process of cognitive projection,not only projected to a specific domain,but radially projected into different domains,based on the similarity between antonyms,in the projection process have formed a more neat meaning correspondence.Then,using a combination of quantitative and qualitative methods,combined with cognitive theory,the metaphorical biases of the antonyms "high/low" and "long/short" in the global Chinese intermediary corpus are classified and analyzed,and it is found that "high/low" and "long/short" also have asymmetry in the bias situation,and the bias projected into the time domain produces the most.At the same time,bias data shows that learners are most likely to commit collocation bias when they have not yet fully grasped antonyms.The main causes of bias are negative transfer of native languages,generalization of target language,learning strategies,and unscientific preparation of teaching materials.Finally,from the perspective of cognition,based on the results of metaphor theory and bias analysis,practical teaching suggestions are put forward for the preparation of textbooks and teaching methods,and the order and interpretation of antonym terms are paid attention to in the preparation of textbooks,the establishment of antonym metaphorical projection tables,the distinction and interpretation of synonyms,and finally the practice of antonyms.Second,as a teacher,we should actively cultivate students’ Chinese metaphorical thinking ability in teaching work,and adopt different teaching methods according to the vocabulary projected into different domains,each teaching method is not fixed,and teachers can flexibly use it in teaching activities.