Ambiguity In Research In Teaching Chinese As A Foreign Language

For a long time, ambiguity has been studying as an important issue by manylinguists in the study of Modern Chinese, and it is a universal phenomenon in manylanguages. In this Paper, in conjunction with my own understanding and the practicein teaching Chinese as a foreign language, the paper is divided into six parts todescribe on the basis of the existing research results about ambiguity. Ambiguity inChinese teaching Chinese as a foreign language is a difficult point, but it cannot bebypassed by the students to learn Chinese language point. If students from abroaddon’t know about ambiguity, communication can be interpreted. So it is necessary tostudy of Ambiguity in the Foreign Language Teaching. We hope that the conclusionsof this paper have reference and the reference value about the ambiguity research inTeaching Chinese as a Foreign Language.In the part of introduction, it mainly includes topics of significance, the researchpresent situations and programs. At first, it summarized the research achievements ofthe modern Chinese ambiguity through nearly half a century. The part analyses thesignificance of the study of ambiguity from the study of language, grammar, foreignlanguage teaching and ambiguity in the relative angle of the universality language,and so on.In the second chapter, the writer analyzed the ambiguity based on thephenomenon of modern Chinese ambiguity form peruse. This thesis proceeds with thecauses of ambiguity, the meaning and classification of ambiguity, information on ageneral understanding of the modern Chinese ambiguity for us. First of all, weanalyze the causes of ambiguous in terms of pronunciation, vocabulary, and grammarand social cultural. Next, we define on the ambiguity. This paper discusses somepromiscuous concept on ambiguity and point out the certain definition of ambiguity. Then, according to the causes of ambiguity, the ambiguity is divided into four types.Then we introduce to the method of eliminate ambiguity. Finally, we discuss thepositive role of ambiguity.In the third chapter, the writer mainly investigates and analyses the ambiguity ofthe foreign students’ acquisition. This is the focus of the paper. At first, we give a briefdescription of the survey object, survey methodology, questionnaire design and surveycontent. We do a survey of students from different countries. The questionnaires weredesigned three questions for them, such as choosing, phonetic, hearing, in order to themulti-level of students of ambiguity question acquisition. The results display in theform of tables. According to the results of investigation, we analyze the students onthe acquisition of Chinese ambiguity.In the fourth chapter, based on the second language acquisition theory, wediscuss about the ambiguous theoretical basis. We analyze the ambiguous theoreticalbasis using of the second language acquisition theory. In this chapter, we use ofMonitor Model, Cooperative principles, Speech act theory and Acculturation Mode oftheory.In the fifth chapter, we talk about the ambiguity of teaching strategies and settingambiguity in the Chinese textbooks. At first, we discuss about the ambiguousphenomenon in the Chinese as a foreign language teaching materials and make somesuggestions. Then we describe some teaching countermeasures in detail.The sixth chapter is about conclusion. After the research and analysis, we canunderstand what the meaning of articles is. We explore the mysteries of ambiguity inteaching Chinese as a foreign language. In communication, students can avoidambiguity; understand of ambiguity and use of ambiguity. This process is long andfull of fun. At last, we point out the shortcomings and inadequacies of this paper.