Research On The Two-syllable Confusable Words In HSK Standard Course 5 And Its Teaching Approach

Two-syllable confusable words are often misunderstood or misused by second language learners because of their similarities in semantics,morphemes and pragmatics.Therefore,the discrimination and teaching of two-syllable confusable words has become a difficulty in teaching Chinese as a foreign language.Taking the two-syllable confusable words in HSK standard course 5 as the research object,this paper investigates their types,recurrence rate,repetition interval and discrimination.We use research methods such as questionnaire survey,test and classroom observation to explore the error types and causes of two-syllable confusable words of foreign students in the middle and advanced stages.On this basis,this paper puts forward optimization suggestions on the annotation,arrangement and word discrimination of new words in HSK standard course 5,to provide some teaching reference for the discrimination of confusable words.According to the distance of meaning relationship,the two-syllable confusable words in HSK standard course 5 are divided into synonymous two-syllable confusable words and non-synonymous two-syllable confusable words.After investigation,it is found that the recurrence rate of most two-syllable confusable words in HSK standard course 5 is low,which can not meet the recurrence standard of effective acquisition by Chinese learners;Limited by the theme of the text and teaching objectives,the recurrence interval is large,and the recurrence distribution is generally scattered.In terms of the annotation of confusable words,there are some problems in the textbook,such as excessive listing of parts of speech,inaccurate English interpretation.In terms of word discrimination,HSK standard course 5 analyzes the similarities and differences of confusable words in detail from three aspects:semantics,grammar and pragmatics.Among them,compared with the discrimination of synonymous two-syllable confusable words,the discrimination of non-synonymous two-syllable confusable words pay more attention to semantics.Generally speaking,the textbook has some problems,such as insufficient differentiation and analysis,too many professional terms,etc.,which need to be improved and optimized.From the analysis results of the error corpus of two-syllable confusable words,non-synonymous two-syllable confusable words,when foreign students at the intermediate and advanced stages acquire synonymous confusable words,they may make errors if they do not master one aspect of semantics,grammar and pragmatics well;When they acquire non-synonymous confusable words,they will be misused due to part of speech confusion,the same morpheme,the misinterpretation of the meaning of native words,the same pronunciation,different collocation,semantic correlation and so on.Chinese learners are prone to errors when acquiring two-syllable confusable words,which may be caused by multiple factors,such as insufficient compilation of teaching materials,improper teaching by teachers,Chinese learners themselves and so on.Combined with the investigation results of HSK standard course 5,the causes of errors and the results of classroom observation,this study puts forward some suggestions from the two aspects of textbook compilation and teachers’ teaching.First of all,the textbook should optimize the annotation of new words and pay more attention to the scientific arrangement of the repetition of new words.Secondly,in the terms of discrimination of confusable words,teaching materials should improve the practicability of discriminating words,effectively deal with professional terms,pay attention to the collocation relationship between words,and appropriately increase the types of exercise.Finally,it is suggested that teachers use chunks to strengthen word collocation,and the combination of "acceptance" and "discovery" to distinguish confusable words.