A Study Of Polysemous Verbs And Their Application In Teaching Chinese As A Foreign Language

Polysemous verbs is not only a common word in modern Chinese,but also a key vocabulary in teaching Chinese as a foreign language.Due to the unclear usage of the polysemous verbs,international students often have biased errors.Based on the investigation of the ontology of the polysemous verbs,this paper makes a prototype interpretation,and then based on the corpus in the HSK dynamic composition corpus,using the error analysis theory in the interlanguage theory to analyze the application of the polysemous verbs by foreign students.Finally,the corresponding suggestions for teaching Chinese as a foreign language are proposed for the reasons of bias.The full text includes:The first chapter is the introduction.Firstly,it explains the reason and significance of the topic selection,and combs the research on the ontology of verbs and the teaching of Chinese as a foreign language.It finds the shortcomings of the previous research,introduces the research methods of this paper,and explains the source and processing of the corpus.The second chapter is the ontology research of polysemous verbs.The polysemous verbs are examined from three aspects: syntax,semantics and pragmatics.The syntax includes function distribution,syntactic collocation and substitution function;semantics include semantic features,object semantics and semantic generalization;pragmatics include fuzzy expression,social indication and discourse convergence.The third chapter is the prototype interpretation of the polysemous verbs.It discusses the archetypal meaning and semantic category of the polysemous verbs,and discusses the characteristics,levels and evolution of polysemous verbs.The fourth chapter analyzes the types of errors used by foreign students in using polysemous verbs.A comprehensive analysis of the corpus of HSK corpus,according to the conclusion of Chapter 2,divides the type of bias of verbs into three aspects,firstly the biased errors at the syntactic level,manifested as mistakes,omissions and misorders;secondly,the biased errors at the semantics level are manifested as misunderstandings,misunderstandings within the polysemous verbs and misunderstandings between the verbs;the last pragmatic biases have two mistakes,including biases in fuzzy expressions and biases in social indications.The fifth chapter is the analysis of the causes of the bias of the verbs and the teaching suggestions.Firstly,using the theory of bias analysis in interlanguage theory,the causes of bias are analyzed from subjective and objective aspects,mainly inter-linguistic transfer,intra-language generalization and annotation misleading.Secondly,the reasons for bias are from teacher teaching and textbook writing.The corresponding teaching suggestions are put forward.The last part is the conclusion,summarizing the research results and shortcomings of this paper.