The Study Of Emotional Words In Teaching Of Chinese As A Second Language

Vocabulary Teaching is a significant issue in Teaching Chinese as a Foreign Language(TCFL), it not only throughout the TCFL, but also important in each type of teaching. In vocabulary teaching, emotional words teaching is a focal and difficult point. On the one hand, Chinese emotional words are highly frequently used in the language communication activities with widely content coverage, it is a rich resources corpus for language teaching; on the other hand, compared to other types of words, emotional words are with more complexity and subjectivity in semantic connotation, so there constantly be mistakes made by oversea students when they using such words. Based on previous studies, there is a description and analysis of emotional words in terms of scoping, main types and existing forms, and combined with the students Bias or error corpora of emotional words gathered by author errors as raw material, inter-language theory as theoretical basis, and use error analysis approach to be an objective, comprehensive study to emotional words use by oversea students.Firstly, take the scoping of emotional words as a starting point, proposed that emotional words means words with sentimental color. From the division of "word" and "language"; emotional color in word meanings; emotional words in rhetorical sense; whether neutral words belong to the emotional words; from the above four aspects to define the concept emotional words. This paper also introduced the specific methods of judging and extraction emotional words by focusing with the words’ dictionary definitions and collocation.There will be a detailed description of emotional words made from the extracted "HSK outline ’. In the aspect of statistics, according to “HSK" outline’s different levels and the standards of commendatory and derogatory, the data statistics were made. Then, based on the relationship between the words of emotional and rational sense, there will be form of emotional words in this article is divided into two main types: mutual integration of rational meaning and emotional sense. This type includes two specific forms, namely morphemes with emotional tendencies; the words get emotional from the impression in the social life in concept by the alleged word meaning. 2. Emotional meaning attached to being rational meaning. This type also contains two forms, namely, the context of long-term use of making words get emotional; affected by the impact of national culture to get emotional.Finally, the article examines the emotional words’ specific use by oversea students in Chinese teaching as a foreign language. Collected by emotional words used corpus errors were observed, we divided the use of emotional words bias into three main types: 1. emotional words misused, mixing words use between derogatory and commentary. 2. Emotional abuse of words, the bias caused by words that mistakenly use between emotional and neutral words. 3. The internal degree or extent use bias in the same type of emotional words.Errors caused by many reasons, from the perspective of language teaching which mainly related to the teaching, learning and language environment, the main causes of error phenomenon are: 1. emotional words have their own characteristics, complexity and subjectivity. 2. The negative transfer phenomenon in Second Language Acquisition, inter-lingual negative transfer manifests that interference by mother language, while intra-lingual transfer manifests that overgeneralization. 3. Deficiencies of textbooks and lexicography. On this basis, some suggestions are given to improve emotional words learning in current TCFL. Classroom teaching emotional words should be placed in a specific context to explain and practice, emotional words should be marked with the appropriate words in textbooks and written in the table, consider to increase the expand of Chinese social culture appropriately, to strengthen the label of emotion words in dictionary, while bilingual should be noted that when the consistency of emotional meaning, improve the paraphrasing accuracy. In addition, on the basis of comparative analysis and error analysis, the teachers can consciously adapted "bias pre-treatment" approach, to prevent and stress the potential bias.The full text is divided into six parts to start discussion, including: Overview, emotional words in the definition and extraction, "emotional words in HSK outline," the emotional words bias analysis in overseas students acquisition of Chinese, the solution strategies to bias use of emotional words, conclusion.