Contrast Of Five Common Words With "Shi" (?) As The Core Morpheme And Teaching Chinese As A Foreign Language

Synonyms are a major difficulty in teaching Chinese as a foreign language.There are many articles on the analysis of synonyms in academic circles.In the past,the discrimination and analysis of synonyms often started from two or three words,it is not common to choose a series of synonyms for research.There are only one or two articles on the word"shi"(?)."Heshi"“shidang"“shihe" "shiying" "shiyong"have a core morpheme "shi"(?),and they are related to each other in terms of meaning,this makes it more difficult for foreign students to understand each other.Therefore,it is necessary to distinguish and explore the teaching methods of these words."Heshi" "shidang" "shihe" "shiying" "shiyong" have certain similarities in both grammatical function and semantic feature.In grammatical function,they can be used as predicate and attributive,but"shihe " can not be used as attribute solely,it is often used with other words together to serve as an attribute.,Heshi""shidang"can also be used as an adverbial and complement,"heshi" "shiying" "shiyong" can also serve as the subject.In combination,they can be modified by adverbs.The differences are:" shihe" " shiying" " shiyong " can be followed by a preposition "yu"(?),"shihe" "shiying”can be followed by dynamic auxiliary "le"(?)," shiying"can be followed by directional complements,results complement,quantitative complement,and can overlap.In terms of semantics,these words have some difference."Heshi" "shihe" are all in accordance with the actual situation or objective requirements,but" heshi " is used more in spoken English,and it emphasizes on an objective fact that meets a certain requirement," shihe " emphasizes on meeting a requirement and coordinating with it." Shidang " focuses on"appropriate"and emphasizes that it is not excessive to be in a certain degree or to a certain proportion."Shiying”emphasizes on adapting to the objective conditions or needs,one party is accommodating to the other."Shiyong" emphasizes on suitable for use.In order to distinguish these words more accurately,this paper takes the corpus of CCL as the source of corpus,applies the methods of comparative analysis and biased error analysis,and analyzes the grammatical and semantic features combined with the corpus.In order to know more about the biased errors of foreign students in acquiring this group of words,in addition to analyzing the biased errors of these five words in HSK corpus,a set of questionnaires was designed to investigate foreign students and Chinese students,and the results were compared.Finally,according to the biased errors,the characteristics of these words and the investigation of relevant teaching materials and reference books,the reasons for the biased errors of overseas students are discussed.This paper also puts forward some teaching suggestions and designs a corresponding teaching plan,trying to make some attempts of synonyms on teaching Chinese as a foreign language,and enrich the study of synonyms on teaching Chinese as a foreign language.The full text is divided into seven parts,the specific contents are as follows:The first chapter mainly introduces the reason and significance of the topic selection and the current situation of relevant research,and then elaborates the research methods and sources of corpus in this paper.In the second chapter,we mainly search the CCL corpus,and then summarize the grammatical function and combination function of the five words according to the corpus,and find out the similarities and differences between them.The third chapter first explores the semantic evolution situation of"shi"(?),analyzing how "shi"(?)evolves from a single syllable by ancient Chinese into a two-syllable word in modern Chinese,then compares and analyzes the differences between the five words.The fourth chapter first analyzes the biased errors in the acquisition of these words for international students combined with the HSK dynamic composition corpus,then analyzes the biased errors of the questionnaire.The fifth chapter first analyzes the causes of the biased errors,then puts forward some teaching suggestions.Teaching suggestions are mainly put forward from teaching,teaching materials and reference books for teaching Chinese as aforeign language and learners themselves.The sixth chapter designs a teaching plan based on Context teaching method.The last part is about conclusion,which is to summarize the research ideas of this paper,and points out some possible innovations and shortcomings of this paper.