| The quantifiers “Ke（颗）” and “Li（粒）” are a pair of near-synonymous circular quantifiers.They are frequently used in Chinese,and the nouns they encompass are large."Chinese Proficiency grading standards for International Chinese Education" released on July 1,2021,the quantifiers “Ke（颗）” and “Li（粒）”are classified as HSK 5 and HSK 6vocabulary respectively.This shows that in Chinese learning,the quantifiers “Ke（颗）” and“Li（粒）”are difficult to learn,and their knowledge is not easy to master.From the perspective of cognitive linguistics,based on the archetypal category theory,this paper adopts literature research,descriptive interpretation,and questionnaire survey methods and other research methods to analyze the linguistic ontology of the quantifier “Ke（颗）” and“Li（粒）”,foreign learners’ bias,teaching in-depth investigation and investigation is recommended.In the introduction,the following contents will be explored: the reason and meaning of the topic,the academic history of the ontological research of circular quantifiers at home and abroad,and the research on the teaching status.The first chapter explores the research on the quantifiers “Ke（颗）” and “Li（粒）” from the perspective of cognitive linguistic.It will be developed from the following five perspectives: the theory of prototype category,the approach and motivation mechanism of categorization,the prototype category and expansion of the quantifier “Ke（颗）”,the prototype category and expansion of the quantifier “Li（粒）”,and the comparative analysis of the quantifiers“Ke（颗）” and “Li（粒）”.The second chapter makes an in-depth analysis of the types and attributions of the errors of the quantifiers“Ke（颗）” and “Li（粒）”for Chinese learners at the intermediate and advanced stages.Firstly,the students’ mastery of the quantifiers “Ke（颗）” and “Li（粒）” is understood in the form of a questionnaire,and then the types and causes of their errors are analyzed in depth.The third chapter observes the teaching research of the quantifiers “Ke（颗）” and“Li（粒）”from the perspective of cognitive linguistics.Suggestions on Chinese teaching will be made from three perspectives: suggestions for Chinese teachers,suggestions for Chinese learners,and suggestions for the compilation of Chinese textbooks.The conclusion summarizes the main points and conclusions of this paper,points out the innovations and shortcomings of this paper,and points out the direction of follow-up research. |
