This paper starts from the three levels of semantic features,syntactic functions and pragmatic functions.It conducts a comprehensive investigation and analysis of the synonyms "tongchang" and "guanchang",and applies the comparative research results to the first-line teaching,that is,to provide some teaching strategies for the teaching of Chinese as a foreign language.(1)Semantic featuresIn terms of semantic features,this paper mainly compares and studies "tongchang" and "guanchang" from five aspects: word meaning analysis,temporal characteristics,momentum characteristics,regularity traits and semantic orientation.(2)Syntactic functionIn terms of syntactic function,this paper explores the co-occurrence situation of "tongchang" and "guanchang" with verbs,with the tense auxiliary words "le","zhe","guo",with the structural auxiliary word "di",with the scope adverb "dou",with the negative adverbs "bu","meiyou",and with the adjectives,so as to summarize and analyze the similarities and differences of "tongchang" and "guanchang" in syntactic function.(3)Pragmatic functionsIn terms of pragmatic functions,this thesis starts from the three levels of Sentence class,Sentence and Style,to examine the choice of declarative sentences,interrogative sentences,imperative sentences and exclamatory sentences of "tongchang" and "guanchang",and the choice of active voice and passive voice of "tongchang" and "guanchang" as well as the choice of the situation for the application of "tongchang" and "guanchang" on the written language or on the spoken language.(4)Teaching strategiesThis paper mainly focuses on the differences between semantic features,syntactic functions and pragmatic functions of "tongchang" and "guanchang",and proposes to provide some targeted teaching strategies.It is proposed to distinguish "tongchang" and "guanchang",and at the same time for the synonym,it tries to provide some constructive guidance for the discrimination of synonyms in TCSL. |