A Study On The Cognitive Motivations Of Chinese Classifiers For Teaching Chinese As A Foreign Language

Chinese has a rich and developed quantifier system,and learners are also prone to make errors when they learn Chinese.Some of these types of errors can be resolved with cognitive methods.Therefore,on the basis of teaching Chinese as a foreign language,the article begins to study the cognitive motivation of quantifiers.First,search the HSK dynamic composition corpus and obtain hundreds of quantifier-biased sentences,then perform statistics and analysis on them.Most of the them are related to semantic cognition,and cognitive rationale can solve these errors.Metonymy and metaphor are the main ways of generating meaning of Chinese quantifiers.Nominal quantifiers occupy the dominant position in the quantifier system.Most them are transformed from verbs or nouns through the metonymy mechanism.Some of them with shape attributes are transformed from shape-meaning nouns through metaphor.The number of verb-quantifiers is relatively small,mainly derived from action-meaning verbs through metaphorical methods;some nouns related to action-behavior processes derive the meaning of quantifiers by means of metonymy.The collocation relationship between quantifiers and nouns/verbs is subject to strong semantic constraints,not only in the semantic choice of nouns/verbs for quantifiers,but also in the reverse selection of quantifiers for nouns/verbs,which also has a rationale to follow.Use cognitive rationale flexibly can help Chinese learners to understand the semantic characteristics of quantifiers deeply,and systematically grasp the collocation rules between quantifiers and nouns/verbs,then improving learning efficiency.