The Research Of Teaching Culturally-loaded Words From Intermediate Developing Chinese

The semantics and structure of Chinese culturally-loaded words permeate the national characteristics.Foreign learners are difficult to understand because they don't know about Chinese culture which bring some difficulties to learning and applying these words for them.But after the students stepped into the intermediate stage in their Chinese study,the opportunities to encounter Chinese culturally-loaded words would be more and more.Therefore,how to explain these words effectively,how to exactly convey and widely spread the Chinese culture becomes very important.In order to solve the problems in Chinese language learning and teaching from the two aspects of foreign students and teachers,through the literature methodology,mathematical statistics and so on,the paper researched Chinese culturally-loaded words from Intermediate Developing Chinese Comperhensive Course and Speaking Course,count and analyze the meaning of these words in terms of Mingwu,system,Communication,Idiom,metonymy.Then obtains the relevant data from the questionnaire survey of foreign Chinese learners in the intermediate stage.The survey shows that the correct rate of Chinese culturally-loaded words the foreign students master is under 40%,and focus on the Mingwu,the metonymy and the idiom,The accuracy rate between the modern system words and the ancient system words is wide.At the same time,there are three kinds of errors in the understanding of Chinese culturally-loaded words,such as semantic omission,confusingly similar and misinterpreting cues.Because the understanding of Chinese cultural knowledge for foreign student is insufficient,living environment is limited to the acquisition of Mingwu words,lacking of interest in metonymic words,being disturbed by translation of the inter-language and inaccurate learning strategy.According to the survey,teachers generally pay more attention to Chinese culturally-loaded words closely related to culture.Compared with Mingwu words,ancient system words and idioms,the teachers' cultural sensibility is relatively insufficient,and it is easier for the teachers to neglect the teaching of metonymic words.Only 13% of the students showed they are interested in the words,but the correct rate is the lowest.Therefore,the contents of rhetoric,such as metaphor,symbolism and guise,should be the focus and difficulties for the foreign students to master Chinese culturally-loaded words in the intermediate stage,and the teachers should attach great importance to the teaching of the national semantics of rhetoric.On the whole,teachers tend to neglect the teaching of metonymic words,and have trouble to systematically teach Chinese culturally-loaded words.Besides,the interpretation of national semantics is not clear enough,the source of the meaning is not in-depth.The reason why these teaching problems arise because teachers are accustomed to the features of meaning transference,the distribution of the Chinese culturally-loaded words in textbooks is scattered,and the academic basis for explaining national semantics is lacking.Based on the above analysis,the present paper put forward suggestions from students and teachers.Foreign students should cultivate and strengthen the learning interest of metonymic words,combine the study accumulation and use in the communication,and pay attention to the basic common Chinese culturally-loaded words.Teachers should reinforce the teaching of metonymic words,strengthen the cultivation of linguistic knowledge and cultural knowledge,simultaneously promote intercultural communicative competence,and rationally use the teaching methods to systematically teach Chinese culturally-loaded words.