From The Comparison Of "or" And "or", The Textbook Compilation Of "Developing Chinese" Is Seen

Chinese vocabulary teaching plays a very critical role in Teaching of Chinese as a Second Language,among which the analysis of synonyms constitutes the most important and difficult part of vocabulary teaching.Because vocabulary teaching involves many levels of knowledge,such as Chinese character writing,pronunciation and word usage,namely grammar."Huozhe" and "haishi"as a group of Chinese high-frequency words,throughout the learner's initial,middle and advanced learning stage,and the corresponding Chinese teaching materials are reflected.At present,there are a lot of research results on "huozhe" and "haishi",which mainly focus on the ontology,teaching,error and discrimination of the two words.But with a certain textbook as the research object,the observation statistics two in the textbook dynamic change research is less.This research is mainly about the analysis of teaching materials:it involves the comparison of different types of teaching materials;or the analysis of specific grammar items in a certain teaching material;or the description of listening,speaking,reading and writing a certain sub-skills from a horizontal perspective;or the exploration of a specific stage at the initial,middle and advanced levels from a vertical perspective.These studies are limited to text or after-class exercises in the choice of language materials,it is obvious that the corpus collection is not comprehensive enough.The research object selected in this paper is "Developing Chinese"(2nd Edition).Statistics and combing the full set of teaching materials(28 volumes)containing "huozhe" and "haishi" more than 50,000 words of language materials.Statistics show that "haishi" is widely used in textbooks,and the related corpus is twice as much as "huozhe".This paper studies "huozhe" and "haishi",which involves syntax,semantics and pragmatics,and analyze the multiple semantics of the conjunction"huozhe" and adverb "haishi".and use the table to make statistics on the frequency of the two in the primary,middle and advanced stage textbooks.In pragmatics,this paper analyzes the single and dual use,optional and rest ricted selection of "huozhe" and its performance in interrogative sentences.The discussion of "haishi" mainly focuses on four aspects:(1)the two specific syntactic structures in which it is located;(2)the domain and semantic relationship of the choice items;(3)the ranking and expansion of the choice items;(4)the different usage of "haishi" in interrogative and declarative sentences.Moreover,with the help of BCC corpus,this paper selects representative errors in HSK dynamic composition corpus to analyze,so as to sum up the common types of errors between"huozhe" and "haishi".After studying,this paper summarizes the similarities and differences between "huozhe" and "haishi" from three aspects.The similarities are mainly syntactic,stylistic and pragmatic;the differences,mainly from the micro point of view,through comparison,found that there are differences in mood,pragmatics,sentence expression.In addition,this article also combined with "Developing Chinese"(2nd Edition),explaining the expression of overlapping and this special use in the context of the elaboration of the two words.Finally,based on the previous explanation of the syntax and semantics of "huozhe"and "haishi",this paper tries to put forward suggestions for the future revision of "Developing Chinese"(2nd Edition).In order to confirm the cognitive law of "huozhe" or "haishi" in different learning stages,this paper compares the performance of both in different stages of the textbook with National Syllabus of Graded Words and Characters for Chinese Proficiency,Chinese Proficiency Level Standard and Grammar Level Syllabus,and International Curriculum for Chinese Language Education.,and draws the conclusion that the teaching material and Chinese as the second language syllabus have consistency,it also puts forward some suggestions for the textbook compilation and revision.On the one hand,the sorting of new words and grammar items in textbooks should conform to the cognitive law of learners.On the other hand,the English annotation given in the textbook should conform to the specific context in which the new words are located,so as to minimize the burden on learners' understanding of the meaning of words and avoid the acquisition errors caused by improper annotation as far as possible.