The Research Based On The Vocabulary Statistics Of Multi-category Words For Teaching Chinese As A Foreign Language

In this study, the author emphatically conducted the statistical analysis of multi-categorywords of the teaching Chinese as a foreign language.Analyzed and statisticaled themulti-category words of the two vocabularies: Chinese international education with syllabiccharacters vocabulary hierarchies and The outline of Chinese vocabulary and Chinesecharacter level(2011).The following conclusions are drawn: The first one, the rate ofmulti-category are almost identically, the data illustrated that the multi-category words makeup only a small part of the vocabulary system.The second one, the number of disyllable ismore than the one-syllable word, the multi-category between nouns, verbs and adjectives takethe part of the most of all cases. This suggests that the focus of the teaching focus on themulti-category disyllable between nouns, verbs and adjectives.The third one, the teaching ofmulti-category words should be given in the stages of primary and secondary, especially thefirst two years.According to the statistics of conclusions, analyzed the teaching research results, theteaching material, the situation of teaching and studying, and find the situation and problemsof teaching multi-category words. Combined with the theory of cognitive linguistics andpsychology of learning, including the grammaticalization theory, the memory and forgettingtheory,the thinking and stimulation theory, and so on. Finally, putted forward concretesuggestions on the teaching of multi-category words, to improve the teaching and research Ofmulti-category words of Chinese as a foreign language.