| The new Chinese Proficiency Test(HSK)is an international proficiency test for Chinese,which is designed to test the Chinese level of native speakers.There are 5000 new words in the new HSK vocabulary.When taking the exam,examinees must read a lot of articles and multiple choice answers,therefore these vocabulary is used to determine candidates’ understanding of articles.Limited vocabulary makes foreign students very hard to achieve ideal results in HSK test.According to the survey,85.35%students preparing for HSK5 and 6 think that the HSK vocabulary is difficult to grasp,mainly due to the fact that the number of words is too much,difficult to remember,and many Chinese characters were not known.Therefore,how to make foreign students expand their vocabulary faster and grasp the huge number of new words is a topic worthy of attention.Because the word formation ability of Chinese character is very strong,and the two syllable words in modern Chinese account for the majority,we can learn words through a Chinese character.We must excavate the characteristics of Chinese characters and make use of these characteristics to help foreign students use Chinese characters to grasp new words.In Chinese characters,semantic component is the most able to reflect the system of Chinese characters system.As the scope of this research,the writer selected the most current list of new HSK,which has 5000 entries,while the research subject is the use of semantic components and phono-semantic compound characters.The writer calculated and analyzed the percentage of the semantic components in terms of number,type,position,and the ability to form words and represent meanings from phono-semantic compound characters.From the analysis of semantic components,the writer concluded the semantic components’ characteristics and then distribute questionnaires to investigate students’ level of understanding of semantic components.The questionnaires were given to pre-intermediate and intermediate students(preparing for HSK 5 and 6),to search for teaching techniques and exercises that truly reflect the distinctive characteristics of the semantic components as well as gaining some feedback on teaching Chinese characters.This thesis comprises of six units:Unit 1 contains the background of the research,an empirical review of previous studies,the contents of the research,the implications of the research,a literature review,research methods and data collection.Unit 2 contains an explanation of the underlying concepts of semantic components and phono-semantic compound characters,the relation between semantic components and Chinese characters representing meanings,how to determine the semantic components from the phono-semantic compound characters,and how to assess whether or not the semantic components are still a valid way to represent meanings.Unit 3 is about the statistics related to,and an analysis of semantic components and phono-semantic compound characters from the list of new HSK words.The writer assesses the function of semantic compounds in teaching Chinese as a foreign language in terms of number,type,position,and the ability to form words and represent meanings from semantic compounds,.Unit 4 covers the analysis of the questionnaire based survey on pre-intermediate and intermediate students’ level of understanding of semantic components at Central China Normal University,focusing on the factors that affect students’ level of understanding semantic components.Unit 5 is dedicated to an evaluation of teaching techniques and exercises using the distinctiveness of semantic compounds to improve students’ understanding of semantic compounds.This unit also examines the use of techniques and exercises to alleviate difficulties as the students learn Chinese characters and provides feedback on how to boost the outcomes of Chinese characters teaching strategy.The concluding unit,Unit 6,contains a conclusion with calculations and the most prominent points of the research findings. |
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