A Study On The Intermediate And Advanced Learners’ Allegorical Idioms Teaching

With the continuing and soaring development, the rise ofinternational status in many countries is keen on learning Chinese. Moreand more foreigners start to be interested in our broad and profoundhistory and culture, inevitably encountering a kind of special vocabulary,i.e, allegorical idioms.As a member of Chinese culture, allegorical idioms play a part inteaching Chinese as a foreign language. The mastery of Chinese dependsgreatly on the grasp of vocabulary. However, idioms are regarded byforeign learners as attractions and difficulties as well. For one thing, theallegorical idioms have integrated a great deal of the characteristics ofancient Chinese as a result of time-honored history. For another, itpossesses the profound accumulation. Nevertheless, as its development ofidioms in teaching Chinese as a foreign language is incomplete, muchshould have been done on the teaching methods, and the teaching content.Besides, the research into the allegorical idioms is particularly rare.Therefore, this thesis mainly aims at working out the solutions to thefollowing teaching difficulties by looking into the origins characteristicsand classifications. The teaching difficulties are aspects concerningphonetics, semantics, grammar and culture.This thesis generalized the biased errors of phonetics, semantics,grammar and culture in allegorical idioms learning according to thequestionnaire. Meanwhile, corresponding teaching strategies are given.The thesis comprises six parts. The first part chiefly talks about the reason why allegorical idiomsare chosen to be researched and the significance. The second part givesan account of the allegorical idioms as a whole, including the definitionof fable, the definition of idioms, the definition, the origin and thecharacteristics of the allegorical idioms. The third part discusses therelations between allegorical idioms and the teaching Chinese as a foreignlanguage. The fourth section is the conclusion and the analysis of thequestionnaire.Afterwards,the biased errors can be generalized into thebiased errors of phonetics，semantics,grammar and culture in the processof learning idioms. The fifth puts forward some practical suggestions onallegorical idioms teaching which combined with its own characteristicsto the types of biased errors. The last part is a general summary of thewhole thesis.