A Study On The Semantic Cognition Of The Location Words "Before、After" In The Sight Of Chinese As A Foreign Language

Location words have rich semantics in modern Chinese,which can not only indicate the spatial direction or position,but also metaphors such as time,state or relationship.The cognitive use of their semantics has always been a major difficulty in teaching Chinese as a foreign language.By collecting corpus,questionnaires,interviews and other method,the author takes foreign students from own School of International Education Institute and Chinese students of Royal University of Nakhon Ratchasima in Thailand as the object to study the semantic acquisition and teaching problems of the Location words "before and after".Based on this,a targeted foreign language teaching strategy is proposed.Combining the research results of the predecessors,based on the four semantics of the location words "before and after",the author first investigate first investigates the basic teaching requirements of the location words "before and after" and the specific distribution of "before and after" in the designated textbooks of the two schools.Through comparison,we understand the problems on the teaching arrangement of the location words "before and after" in the corresponding textbooks;Then,through questionnaires and interviews,the students’ typical errors in identifying four different semantic meanings of the location words “before and after” are analyzed.And from the complexity of the semantics itself,students,learning environment and textbooks,the reasons for the students’ errors in the semantic cognition of the location words "before and after" are analyzed.Finally,in view of the problems in the process of teaching and student acquisition,the paper puts forward more targeted suggestions on the teaching of the location words "before and after" from the three aspects of teaching materials,teachers and teaching strategy.From the perspective of Chinese as a foreign language,scholars’ research on location words teaching is not rich and comprehensive,and teaching research on "before and after" semantic cognition is even rarer.Based on two schools in China and Thailand,the author uses a questionnaire survey and real corpus of 150 students of different Chinese proficiency,as well as horizontal comparisons of different textbooks and students of different levels in the two schools,in an effort to fully reflect the problems in the teaching and semantic cognition of the location words “before and after”,and make up for the lack of corresponding teaching research.It is hoped that it can provide some useful ideas for the teaching research of the location words "before and after",and at the same time provide more comprehensive and specific suggestions for the semantic cognitive teaching of the location words " before and after ".