An Experimental Research On The Teaching Of Confusable Words For International Students

Mastering confusable words is one of the difficulties for foreign students in learning Chinese.Vocabulary learning is an important point in Chinese learning at the intermediate and advanced levels,analysis of confusable words is one of the important contents of learning.At present,the research on the analysis of confusable words mainly focuses on the static experience summary and method combing.There are relatively few full-time and dynamic research using teaching experiments.This article uses disyllable confusable words with the same morpheme of the new HSK level five as the experimental teaching content.The students of the South Asian studying at Sichuan Normal University are used as teaching objects.Two different teaching methods,the "context-discovery" method and the "explanation-acceptance" method are used to carry out teaching experiments.And we discuss the problem of teaching confusable words in the classroom.The full text is divided into five chapters.The first chapter introduces the origin of research and summarizes the research status of confusable words from the aspects of analysis,error,and teaching."with same morphemes" is a common factor that causes confusion among foreign students.Also it describes the theoretical basis of the subject,research methods and corpus sources.The second chapter analyzes the new HSK five-level disyllable confusable words with the same morpheme,and provides the Chinese knowledge to support for the third chapter teaching experiment.Combining with the HSK dynamic composition corpus,we selected 11 groups of confusable words with high misuse rate and wide distribution as the experimental content,of which the predicate words were the majority.From the perspective of word meaning characteristics,these 11 groups of words can be divided into two kinds: "word sense range is different" and "Words with different emphasis and meaning" Combining the characteristics of word meaning and grammar to sort out the adaptive relationship between the two kinds of words and teaching methods: The "word sense range is different" category can be explained intuitively with the help of the semantic range diagram,"Words with different emphasis and meanings" can be combined with word collocation and example sentence context to allow students to compare feelings,the overall analysis of thought is mainly based on the analysis of word meaning,supplemented by the analysis of grammatical features.The third chapter shows the experimental process and analyzes the experimental results.Two representative words are selected from the classification of word meaning features to show the teaching ideas,processes and results of the "context-discovery" method and the "explanation-acceptance" method.We find that the context of the "context-discovery" method is more active,students are more engaged,and the memory of acquired knowledge is longer.Teachers of "explanation-acceptance" method have more time for lectures,and students mainly listen to lectures.The acquired knowledge needs to be reviewed in time to avoid forgetting.The fourth chapter summarizes the experiments,draws teaching inspiration,and puts forward teaching suggestions.We believe that the "context-discovery" method can mobilize students 'classroom thinking and cultivate students' self-discovery learning ability.The "explanation-acceptance" method is suitable for adult learners who have a solid foundation in Chinese and a strong learning purpose.Therefore,it is recommended that teachers clarify the usage scenarios of the two teaching methods in the teaching of confusing words,extensively master and flexibly use a variety of teaching methods,and understand the learning motivation of foreign students to improve teaching effectiveness.The fifth chapter summarizes the experimental research,puts forward teaching suggestions and explains the limitations of the article and future research directions.