Analysis Of The Emotional Bias Of Words In Teaching Chinese As A Foreign Language

As the most common and important type of the connotation,affective connotation mainly expresses people's attitude and feelings to objective things.Proper use of words with affective connotation can help people to express emotion,and to improve the effect of expression.People have rich and colorful emotions,affective connotation that reflected in the words is also very complex.It's difficult to understand and master for foreign students.Therefore foreign students appeared some errors in the case of the acquisition process.Due to different linguistic and cultural backgrounds endows different affective connotation of the word,this article takes students of English-speaking countries as the research object,through questionnaires and corpus analysis,to investigate the students' usage and to explore how native language(English)factor acting on affective connotation acquisition.This paper is based on the existing research results which of the modern Chinese study and teaching Chinese as a foreign language study,using interlanguage theory and migration theory as the theoretical basis,and mainly using comparative analysis and error analysis method,trying to find the problem of the affective connotation teaching and acquisition,in order to be more effectively in carrying out teaching.The first chapter introduces the significance of the topic,the research status,the research method,the source of the corpus and the basic theory.The second chapter based on ontology achievements,from the angle of teaching Chinese as a foreign language to summarize the basic problems of affective connotation.Firstly is the definition of the concept of affective connotation,combined with the academic debate,there is a clear distinction between several confusing concepts : feeling,attitude and evaluation;emotional words and words with affective connotation;affective connotation in language and affective connotation in speech,and make a classification according to the needs of teaching Chinese as a foreign language.In the end,conclude characteristics of affective connotation.The third chapter makes a comparative analysis of the affective connotation between Chinese and English,to reveal common and differences in affective connotation aspect,to help Chinese teachers to predict teaching difficulties in advance,more targeted teaching,to make effective prevention for possible errors.Observe and analyze the number and type of affective connotation in?Modern Chinese Dictionary?and?Oxford Advanced Learner's English-Chinese Dictionary?(two typical dictionary in Chinese and English).Then make comparison from semantic and pragmatic perspective,reach conclusion: affective connotation wide is different between Chinese and English;interlingual differences exists in corresponding words;there are wandering phenomenon in two languages.Chapter Four Adopt the form of questionnaire,the English-speaking students in advanced and master classes of Shandong University and Shandong Normal University are selected as the subjects of the survey.The questionnaire is based on the vocabulary outlining,count and analyze survey results,reflect the intuitive appearance of students' acquisition of affective connotation.The fifth chapter is based on the actual corpus to investigate affective connotation understanding and use of English-speaking students.Comprehensive variety corpus to make error analysis,summarized three types of affective connotation Errors: commendatory term misuse,derogatory term misuse,collocation error in neutral words.And describe the causes of affective connotation bias error from the perspectives of negative transfer of native language,teachers,reference books and personal factors of students.The sixth chapter aims at existing problems in teaching and acquisition,put forward some suggestions: As teachers,firstly we must enhance the importance of affective connotation,use comparative analysis between Chinese and foreign language,cultural background knowledge import to help students reduce negative migration,comprehensive use of various teaching methods;Textbooks and dictionaries need to improve the mode of words interpretation,clearly demonstrated affective connotation of words.Students also must enhance multicultural awareness,use appropriate learning strategies to improve their Chinese expression level.The last part is the conclusion,the main contents of this article has been further summarized,pointing out the shortcomings,try to raise other scalable study space for later researchers to reference.The innovation of this paper is conducted on English-speaking students to carry out nationalization research,more targeted.In addition,in the form of a questionnaire survey to make empirical research,combining the error corpus and teaching Chinese as a foreign language theory,strive to be comprehensive,dynamic describing and showing characteristics of affective connotation.