The Study On The Semantic Teaching Of Chinese Folk Customs For Native English Speakers In Chinese International Education

The meaning of language includes lexical meaning,grammatical meaning,and rhetorical meaning.Folklore semantics is derived from rhetorical meanings,which are mostly consolidated into lexical meanings after conventions are established,and some meanings become a meaningful item of words.From the perspective of the national semantics of words,‘linguistic folklore' was first proposed by Soviet scholars in accordance with foreign Russian teaching as ‘linguistic national conditions' and later established as ‘national semantics' by Mr.Wang Dechun.The national custom semantics of words is the reflection of the national character of language.It reflects the historical culture,folk customs and values of a nation and a country.That is to say,words not only have superficial conceptual meaning,but also have the cultural meaning behind them.At present,the teaching circle of Chinese as a foreign language in China has begun to pay more attention to cultural teaching.However,the research and practice of the teaching of national custom semantics in terms of vocabulary are not enough.English-speaking learners often make mistakes in the process of acquiring Chinese obsolete semantics,which affects the smooth progress of communication.The purpose of this paper is to improve the teaching of Chinese folklore words to native English speakers through the study of folklore words.This paper summarizes the reasons for the differences in the meaning of national customs into two factors: non-linguistic factors and linguistic factors.According to the meaning of the words and the current research situation,the folk words are divided into nine categories: color,plant,number,animal,natural phenomena,food culture,festivals,idioms,network words.At the same time,according to Mr.Wang Dechun's five patterns of cultural differences,this paper classifies the folk words from the perspective of cultural differences.They are: the unique national words,the unique cultural meanings,the coexistence of cultural meanings,the same cultural meanings and the opposite cultural meanings.Through questionnaire design,this paper examines 30 native English students' mastery of Chinese folk words.According to the results of the survey conducted in this paper,for the more commonly used Chinese folk words,native English learners have fewer errors;for the less commonly used folk words,they have less understanding and more errors.However,students generally have a good grasp of the national semantics and semantics of most Chinese folk words.Through the analysis of the errors,it is concluded that there are four reasons for the errors: the first is the errors caused by the negative transfer of the national cultural background;the second is the errors caused by the lack of understanding the meaning of words;the third is the errors caused by the confusion of similar national customs;and the fourth is the errors caused by translation problems.In view of the above errors,this paper formulates solutions and puts forward teaching principles and methods.There are three principles in teaching: the principle of importance,the principle of gradual progress and the principle of pertinence.The teaching methods are divided into eight teaching methods: after-class annotation method,text integration method,comparison method,traceability method,classification method,display method,activity teaching method and situational teaching method.At the same time,the case design is proposed to promote the teaching of Chinese as a foreign language.