Study On The Bias Of Students Coming To China On The Basis Of Corpus To Borrow Momentum Words

Borrowing momentum words is more semantically diverse and flexible in usage compared with special momentum words,and should be the focus of research and teaching.However,throughout the research on Chinese quantitative words in recent years,the study of famous words accounts for a high proportion,and the study of momentum words,especially the borrowing of momentum words,is relatively small.And in the teaching of Chinese as a foreign language,there has always been a tendency to weigh the words of light momentum,and some teaching materials do not even have a special explanation for borrowing momentum words.This will lead to foreign students coming to China in the use of borrowed momentum words are prone to error.There are many small types of moving words borrowed,which is often not only the teacher's teaching difficulty,but also the learning difficulty of students.On the basis of combining cognitive theory and semantic characteristic theory,this paper gives cognitive and semantic explanation to borrow momentum words,and puts forward solutions based on the reasons for the bias of borrowing momentum words by international students,so as to make a modest contribution to the study and teaching of borrowing momentum words.First of all,this paper explains the meaning of the topic selection,the source of the material,the research method and the research of the momentum words and the borrowing of momentum words.Based on the previous research,it is found that most studies focus on the semantic characteristics of nouns,and less research on their cognitive interpretation and less on borrowing automatic words.In addition,different scholars have different opinions on the classification of borrowed momentum words.Therefore,this paper mainly analyzes the two main categories of borrowing momentum words from nouns and borrowing automatic words.Secondly,this paper uses cognitive theory and semantic characteristic theory to make a whole exposition of borrowed momentum words borrowed from nouns and verbs,and on this basis,the use of the small classes of borrowing momentum words in sentences is analyzed,and the co-presenting law of verbs and borrowing momentum words is explained.From this,we can find that not only the cognitive sources and semantic characteristics of momentum words borrowed from different word classes are different,but also their respective sub-classes are not the same.Thirdly,this paper,through the HSK dynamic composition corpus and Jinan University intermediary language library collected by the partial misrepresentation,carried out the classification statistics,and the statistical results are explained.According to the analysis of various bias types that appear in international students,on the basis of the four basic bias types of misdiagnosis,misaddition,omission and misorder,we also break down the mischaracterization between borrowed momentum words,the mispronouncebetween borrowed momentum words and special momentum words,the misaddition of verbs,the misaddition of momentum words and other mischaracteraryed types,and explained them from the specificity,cognition and semantic characteristics of borrowed momentum words according to the results of the analysis.From the collated data,it can be seen that the bias rate of international students in using the momentum word borrowed from noun is higher than the momentum word of borrowing automatic word,which is also related to the small and complex variety of momentum words borrowed from noun.Finally,in order to analyze the misinformation and the problems found in the current investigation of several foreign Chinese teaching materials,this paper puts forward teaching suggestions and teaching suggestions for the current teaching of borrowing momentum words,and from the perspective of the learners themselves,putforward the study suggestions.