Color Meaning Of Words And The Lexical Teaching Of Chinese As Foreign Language

With the progress of the teaching of Chinese as foreign language, the teaching of Chinese words is paid more and more attention, in which, however, researches on the color meaning of Chinese words still have much space to go. Therefore, this research, taking previous studies as foundation, makes an investigation on the color meaning of Chinese words and the teaching of Chinese as foreign language by both instance analysis and real surveying.This thesis consists of four chapters. The first chapter is introduction, which gives the background of this research, including researches from the perspective of lexical ontology and the perspective of lexical teaching. Then the chapter gives instances to illustrate.The second chapter consists of two sections. The first section briefly discusses the composition of Chinese lexical meaning, and especially introduces the impact of the color meanings of Chinese lexis on related teaching of Chinese as foreign language. The second section analyzes the appraisal meaning, imaginary meaning, collocation meaning and cultural meaning in detail.The third chapter investigates the Chinese learners’ cognition of lexical color meaning. This chapter firstly presents the respondents and methods, and then discusses the survey results, which shows that there are three main erroneous cognitions of the Chinese learners towards the learning process of Chinese words: confusion of words with phrases, over-generalization and wrong collocation.The fourth chapter, based on the findings in previous chapters, makes an exploration in the lexical teaching of Chinese as foreign language. Specifically, the chapter discusses the relation of psychological cognition and teaching methods, and then uses the class modal of "Three Steps" to exemplify problems and solutions in the process of learning of color meaning of words.At last, the conclusion makes a summation of the research, and admits that there are tree shortcomings of the research. Firstly, the conclusion of lexical color meaning is not comprehensive enough, which lacks their relation to grammatical structures and pragmatic features. Secondly, the analyzing materials from oversea students are not considerate enough and have much space to go. Thirdly, there still needs more investigation on the relationship of the underlying cultural connotation of lexical color meaning and its mutual influences to teaching of Chinese as foreign language.