Analysis Of The Common Synonymous Adverbs In HSK Syllabus And Teaching Chinese As A Foreign Language

Chinese adverbs especially the discrimination of similar adverbs are a difficult point in teaching Chinese as a foreign language.The main reasons are as follows: the explanations of adverbs in the existing textbooks for teaching Chinese as a foreign language are not detailed and comprehensive enough.The methods for discrimination are rigid and can hardly satisfy the general demand.These will undoubtedly affect the quality of teaching and the learning effect of learners.It is important to strengthen the systematic research on the discrimination of synonymous adverbs,and to summarize the systematic method of discrimination of synonymous adverbs,and then apply it to teach foreigner Chinese.The research on Chinese adverbs and near-sense adverbs can be described as fruitful but scattered in terms of discriminant studies of near-sense adverbs for systematic research,and lack of systematic methods based on overall consideration.This study attempts to conduct a systematic study of 97 groups(approximately 470)of near-adverbs listed in the Outline of the Chinese Proficiency Test(2010),to make lists of meaning of near-adverbs,frequency of adverbs in HSK and near-adverbs divided by HSK with the combination of four dictionaries and two teaching materials,and to summarize the methods of identifying and analyzing near-adverbs from an overall perspective.For example:time-of-day analysis from the three-plane theory,focus analysis and pre-set analysis from the cognitive perspective,increase(decrease)analysis,autonomous(non-autonomous)analysis,and(un)bounded analysis,etc.This research is a huge project and is limited in length.Based on this thinking,this article integrates the previous research results,selects several methods to distinguish several groups of near-adverbs,and makes a preliminary attempt for subsequent overall research with three specific designs of teaching modes based on ontology research.Ontology research has laid the foundation of theory and methods for teaching Chinese as a foreign language,but how to apply the research results to specific teaching practices is also an important issue to be studied in this article.