| Vocabulary is a key to languages learning and a large vabulary always helps a learner develop the proficiency in the langague use. Chinese as a second language has its characteristics, such as the symbolic system of the language. Chinese has hanzi which are embodied with sounds and meanings as well as the forms. Most Chinese hanzi has both sounds and meanings although a few of them do not. Hence, Chinese morphemes are more convient in forming words. For example, if one has a small accumulation of morphemes and words as well as the syntactic knowlege, he can approximately form twice or even more words on the basis of what he has known. This phenomenon tells how important morphemes are in the learning of Chinese.This research is accomplished on the basis of the Chinese Proficiency Test (HSK) Syllabus. This Syllabus is the only source for the language materials in the research. A word bank has been established on its basis, in which there are only nouns, verbs and adjectives in it since words of these parts of speech are typical in the word-formation. They are usually formed by meaningful morphemes. The meaningful morphemes are the main subjects in the research.In general, the thesis contains five parts.The first part is the introduction part of the research. This part introduces the research status of morpheme teaching in the field of Teaching Chinese as a Second Language as wll as the status of quantitative analysis in the studies of morphemes. It also introduces a research notion which was proposed by the French scholar JOel Bellasserl. Introductions of the significance, the subject of the research, the procedures and the methods are included in this chapter too.The second part is a foundation part of the research---the establishment of a word bank and the accomplishment of a morpheme corpus.The third part analyzes the HF morphemes in the morpheme corpus. In this part, statistic analysis is conducted from different perpectives inclusing statistics of the grades in which the morphemes formed words for the first time, statistics of the frequency number of how many times they have formed words in the word bank, etc. These HF morphemes are also categorized on the conditions whether the morpheme can form a word independently. Meanings, or the semantic items in another word, will be analyzed under the help of dictionaries. In this investigation, we explored the sampling research method and investigated the top100HF morphemes from the corpus.The forth part dicuss on the application issue of the HF morphemes in vocabulary teaching. According to the frequency and complexity of morphemes compounding words, we found the morphemes for teaching use. Meanwhile, they were categorized into groups regarding to how they were fit for the Morpheme-Teaching method. Besides, morphemes should be introduced in order and the order could be concluded from the complexity of their semantic items when they formed words.The last one is the conclusion part in which conclusion is drawn and insufficiency of the research is explained.Through the investigation and analysis, we found that the morphemes most fit for the practices in the field of Teaching Chinese as a Second Language should be the ones both have strong ability of forming words and have fewer semantic items. These special morphemes will contribute to the improvement of lexical teaching. However, this way of teaching only adapt to the higher-level learners and the sequence of teaching should be considered in the light of the numbers of their semantic items. |
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