| In Chinese learning and teaching as a foreign language, the words'learning and teaching is a very important respect and it's also the focus of the language learning. The level of listening comprehension, the oral expression,the reading comprehension and the writing is related with the amount of the vocabulary. From this, we know that for the learners it's a major event to understand the meannings of the words and master their writings and usages during their process of Chinese learning,which is the prerequisite of increasing the learners' abilities of listening, speaking,reading and writing.In the range of Chinese learning and teaching as a foreign language, people have been looking for the methods that can help the leaners understand the Chinese words with higher efficiency. Currently, Word-Basic Teaching Method, Character-Basic Teaching Method and Morpheme Teaching Method are much discussed. In this thesis, we firstly get an overview about the condition of the three methods above used in the Chinese words' learning and teaching. On the basis of this, we get a preliminary conclusion,that is, we think we should consider the Chinese characters as the units of the wrting symbols. We can take the structure of morpheme-word-phrase-sentence and make the morpheme as the basic unit of Chinese learning and teaching as a foreign language.We should use the Morpheme Teaching Method and Whole-word teaching together in the Chinese words' learning and teaching according to the features of the morphemes and the semantic transparency.We take the A-grade characters and words and B- grade characters and words of Chinese Proficiency Glossary and Chinese Character Rank Program as the analysis objects, then calculate the following respects:(1)the numbers of the monosyliabic words(characters) that are both contained in the characters and the words of the two levels(2) the corresponding situation between the characters and the morphemes(3)the making words' ability of the morphemes and (4) the two levels' two-syllable compound words' semantic transparency. The results show that the numbers of the monosyliabic words(characters) that are both contained in the characters and the words of the two levels is the 33.43 percent of the total amount of the two levels' words; In the A and B grades, most of the characters has the corresponding relationship with the morphemes, that is 85.90% of the total amount of two levels' characters; The number of the morphemes that can make two or more words is more than a half of the total amount of the morphemes; In the two levels' vocabulary, the number of the words whose semantic transparency are above two is 90.17 percent of the total amount of the words' meaning. All of these offer us a datal basis to use the morphemes' analysis method to connect the characters with the words and realize the direct relationship between them.We choose three different learning levels'foreign students who have learnt Chinese for one semester(about four months),one school year and one point five school year respectively to make a questionaire, which is about the words' meanings' guess and the words' extending through the known morphemes. The result is that in the test of using the known morphemes to guess the words' meanings,the learners who just learn Chinese for four months can't guess well the words' meanings from the known morphemes because they learn the language for a short time and haven't built a good consciousness about the morphemes. The learners who have learnt Chinese for one or one point five school years have had the ablity of getting the words' meaning by using the context, the constructure of the words and the known morphemes. We believe that during the process of gussing the words' meanings, the two levels' learners all consider the tips' role of the context.The morphemes' structure in the words makes an influence on their activity of gussing the words'meanings, and the modifier type is above the verb-object type; For the manners of explaining the words' meaning, the manner of summerizing the two morphemes' meanings directly comes before that of comprehensive morphemes' meanings. When the leaners encounter the unknown words, they're inclined to choose the words which have the same morphemes as the target words. Overall, the higher the semantic transparency is, the better the comprehensive accuracy of the words' meaning is.We also find that as the increase of the learning time, the learners can understand the words with low semantic transparency better. However, they might confuse some words with high semantic transparency. That may be because the longer they learn, the more knowledge they will get,and during the process of guessing the words' meanning, more elements need to be considered. The old knowledge can give both the tips and the interference,which wil increase the difficulty of extracting the right information.In the test of using the known morphemes to extend the words, we find that the learners who have learnt Chinese for one and more than one year have had the ability of using the same morpheme to relate the words. Most of the words they make are the ones with higher semantic transparency, and the modifier type is the most, followed by the joint type. In some words,a few morphemes are used wrong, replaced by some other homonym's morphemes.By the statistical analysis and experimental questionaire, we think the current materials should make some change about the interpretation of the words' meaning in order to show the importance of the morphemes in the words' learning and teaching.It's suggested that the interpretation of the words' meaning in the materials should avoid using the comprehensive or translative interpretation,and it's better to divide the whole words into two parts and explain the morphemes' meanings respectively so that it can help the learners construct the consciousness and ability of guessing the words' meaning from the morphemes' meanings. In addition,for the words of the same type or having the same morphemes, the materials should keep the consistency of the interpretation's ways.When the Morpheme Teaching Method is applied in the specific process of teaching and learning, we should have the different focuses according to the morphemes' features and the learners' conditions.In the primary stage, it's advised that the characters' learning and teaching should be combined with the morphemes'. We can rely on the characters and emphasize on the writing and meaning of the morphemes that have better ability of constructing words.In the higher stage, the emphasis is the introduction of the high-yielding morphemes'common meannings and their words-constructing ways according to the frequency of use. We can make use of the same morpheme to do the words' extending practice and help the learners form a words' collection through the same morpheme.According to the different relationship between the words' meanings and the morphemes' meannings,we should choose the different teaching methods,that is the Morpheme Teaching Method for the words with high semantic transparency,and the whole-words teaching method for that with low transparency. |
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