Research On Arab Learners Studying Chinese Dietary Words And Expressions Acquisition Survey

Today,along with the trend of economic globalization and China’s "One Belt One Road" initiative,exchanges between China and Arab countries in the fields of politics,economy,culture,science and technology continue to deepen.As the foundation of human communication,language plays a key role in Sino-Arab relations.In the Arab region,the number of Chinese learners continues to rise for reasons such as studying abroad,working in China,and interest in the language and culture.The related research on Chinese communication and education brought about by this has been carried out in academic circles.Metaphorical meaning,as an important feature of Chinese words or idioms,is widely used in daily communication.However,due to the great differences in culture and history between China and Arab countries,there is a widespread problem in the Arabic-Chinese learner community in understanding the Chinese language metaphorically,which in turn reduces the quality of the use of Chinese communication.In this paper,70 students from Jordan,Lebanon,Palestine,Saudi Arabia,Egypt and other Arab countries were selected as objects of research.Through questionnaires and interviews,the Chinese language learners in Arab countries were interrogated vis-a-vis their understanding of Chinese dietary terms to study the learners’understanding and application of the basic and metaphorical meanings of Chinese dietary words in the Arab region,determine the scope and extent of the above issues,and identify the key causes of the problems.Then the teaching practice of Chinese dietary words and metaphorical meanings was further tweaked,and suggestions given for improving teaching ideas.This article is divided into four chapters:The first chapter introduces the background and significance of the selected topic,research summary,research ideas and methods and objects of research.This paper briefly describes the process of the learners in learning to use Chinese dietary terms metaphorically,synthesizing previous research on these terms,and proposes the key issues to be explored in this article and the corresponding research design.The second chapter analyzes the metaphorical meanings of Chinese and Azeri diets and summarizes the differences between the metaphorical meanings in the two languages.The comparison found that the differences between the two parties can be divided into four types,namely,the same dietary words and phrases used in the Arabic and Chinese metaphorical meanings,the different dietary words and phrases in the Arabic and Chinese metaphorical meanings,and the only dietary words and phrases in the Arabic language that are unambiguous,and where the diet word for the corresponding word is missing.The third chapter analyzes the metaphorical meanings of the Arabic learners’Chinese dietary words as well as the data through questionnaires,and analyzes the completeness,correctness and answers of questionnaires to explore the influence of Arabic-Chinese learners on Chinese dietary words.Factors and mechanisms of action,combined with the results of the interview method,are explained from a more comprehensive perspective.The analysis shows that the Arabic-Chinese learners are unsatisfied with the metaphorical meaning of the Chinese dietary words.Due to the influence of their native language,they often have difficulty understanding,and the reasons Arab students are misunderstood include:Cultural differences,lack of Chinese cultural knowledge and negative transfer of first language culture.The fourth chapter focuses on the teaching and design of Chinese dietary words for Arab learners.It also aims to understand the existence of difficult words and design a curriculum for metaphorical meaning of Chinese dietary words and expressions and give suggestions for teaching ideas.The curriculum design contrasts Yu Yi’s teaching content and methods with new thinking.He proposes diverse types of metaphorical differences between Arabic and Chinese dietary words in terms of teaching ideas,determines the focus of teaching according to the type of word differences,and emphasizes the experience of student comparison and metaphor with four suggestions for teaching methods for various parts of speech.