Under The Perspective Of Teaching Chinese As A Foreign Language Of Chinese Affixation Research

With the continuous development of Chinese language, the proportion of Chineseaffixation in social life gradually increased. Chinese affixation is manifested in the useof the new quasiaffixes and linguistic phenomena arising. Chinese quasiaffixes aredifferent Chinese root and the language ingredient of affix, and they’re the intermediatestate between Chinese root and affix. Although the morpheme meaning of Chinesequasiaffixes have been a bit grammatical, it still reserves a part of root meaning. Inrecent years, a large number of Chinese new words consist by new quasiaffixes is a kindof new way of word formation.The author studies and inspects Bridge, Climbing Up, Road to Success and otherauthorized textbooks of teaching Chinese as a foreign language, and HSK exams ofrecent years. The author summaries the classification situation, frequency of occurrenceand amount of the Chinese new quasiaffixes, and provides some suggestions forimproved. The author used questionnaire to ask the foreign learner who study Chinesethat contains a survey of20learners, to found their learning situation of using theChinese new quasiaffixes. There are four major types of errors of the foreign Chineselearner study Chinese new quasiaffixes: can not correctly grasp the Chinese affix andnon-affix meaning; can not be accurately understand the Chinese new quasiaffixes andthier derivative; can not accurately grasp the derivative of parts of speech and notenough understanding the word formation rules of the Chinese new quasiaffixes. Theauthor think the main reasons which made these types of errors are: the Chinese newquasiaffixes are complicated and special; the language internal interference; the studentsnot enough understanding of contemporary Chinese culture, and so on．The author through the analysis of the four major types of errors of the foreignChinese learner study Chinese new quasiaffixes, provides some teaching methods andsuggestions of the Chinese new quasiaffixes. And the author puts forward some preliminary ideas to the Chinese affix phenomenon of teaching. The teaching methodsare: according to the specific learning situation of students teaching scope; teaching stepby step according to the Chinese level of students. The teaching suggestions are:teaching by analogy; Extended Teaching; Morpheme teaching; the methods of makesentences and so on. The idea of Chinese affixation in teacing of TCFL are: appropriatearrangements for classroom games, to stimulate students’ interest; teachers and studentsto participate in, the two sides interact; increase chances for students to practice as muchas possible, and so on. The author hopes to provide some practical and feasible teachingmethods Chinese affixation for Chinese as a foreign language.