The Exploration Of Semantic Emotional Words In TCSL

Vocabulary teaching is an important part of TCSL, vocabulary,pronunciation and grammar are three elements of Chinese. However, compared to the other two elements, the study of vocabulary teaching is not enough. It’s also a weak part in TCSL, as the ontology vocabulary research is weak. Words are the most active part in a language, which makes language learning more difficult. There is no doubt that word teaching is an important part in TCSL. Lexical meaning includes: rational meaning, grammatical meaning and coloring meaning. Emotional coloring meaning is an independent kind of coloring meaning. Whether Chinese learners can master Chinese well or not based on their using and understanding of emotional coloring meaning. At present, however, the research on teaching coloring meaning is a vacancy.The study goes deeply into the words which express emotion, and defined this kind of words as Emotional Words according to Mr. Zhang Yongyan. Based on the research status of emotional coloring meaning, we divide emotional words into three kinds: rational emotional words, subjective emotional words and semantic emotional words. Different kinds of emotion words have different educational difficulties. The semantic emotional word is the word whose emotional tendency comes from collocation, is the most difficult kind. In the practice of TCSL, we find that the semantic emotional word is indeed the kind that students make the most errors, which has adverse effect on expression and communication.Semantic prosody is a kind of semantic feature that comes from frequent words’ collocation. It reveals the words’ semantic trend of combination between each other. Based on the foreign paradigm of semantic prosody, the study adopts the methods of quantitative and qualitative analysis: firstly, search the Chinese words of "Outline of Chinese Vocabulary Classes” in CCL and Word Sketch Engine for analyzing Chinese words’ instances; secondly, try to investigate and classify their collocation and semantic prosody; finally, choose the semantic emotional words, in order to provide reference for TCSL teachers. The study also explores the effect of dictionary annotation on semantic emotional words by checking the Chinese learning dictionary. At the same time, according to the questionnaire survey on foreign student and learners’ interlanguage corpus(include HSK dynamic composition corpus and Southeast Asian students’ written Chinese corpus),the study compares and investigates students’ learning and using about semantic emotional words from inside and outside, thus, determines errors’ category and analyzes the reasons of the errors. Then on this basis, this study will propose corresponding instructional strategies for strengthening the semantic prosody teaching and cultivating foreign students’ language sense.