A Corpus-based Study On The Use Of Color And Meaning Of Chinese Words By Native English Speakers

In addition to rational meaning,words also have emotional color meaning,stylistic color meaning,image color meaning and other color meanings(including regional color meaning,era color meaning and national color meaning).In the field of teaching Chinese as a foreign language,there are many ontological studies on the color meaning of Chinese words,but the research on the color meaning errors of words in a certain country or a certain cultural circle needs to be improved.It is also the key for learners to use Chinese appropriately to express and communicate.On the basis of previous studies,this paper combines literature research,corpus based statistical analysis,comparative analysis and error analysis to investigate and analyze the errors in the use of color meanings of Chinese words by native English speakers in the corpus.This paper is divided into three chapters.The first chapter is about the selection and investigation of the corpus used by native English speakers in Chinese word color meaning,and then makes statistics and classification of it,summarizes the types of errors in the use of word color meaning in the corpus,and analyzes the characteristics of native English speakers in Chinese learning;The second chapter summarizes the reasons why native English speakers tend to make errors when using the color meaning of Chinese words,which are: the differences between Chinese and English words,the differences between learners,the lack of teachers' teaching,the lack of teaching materials and so on.There are many differences between Chinese and English words,such as differences in cultural background,ways of thinking and language system.In addition,there are some differences among learners,such as insufficient vocabulary accumulation,improper learning strategies and lack of cultural knowledge.In terms of teaching,there are some problems,such as weak teaching awareness of word color meaning,insufficient intra lingual and inter lingual contrast,and insufficient teaching methods.In terms of textbook compilation,there are some problems,such as insufficient pragmatic annotation,single word color meaning practice,and insufficient cultural background;The third chapter puts forward corresponding teaching suggestions according to the types and causes of errors analyzed and summarized in the first two chapters.It suggests that learners should expand the number of Chinese words through multiple channels,appropriately adjust their own Chinese learning strategies,use reasonable and effective learning strategies,strive to form a sense of Chinese language,and pay attention to widely participating in cultural activities,accumulating cultural background knowledge,and enhancing their ability of learning Multicultural cognition.In the process of teaching,teachers should also enhance their own teaching awareness of the color meaning of words,strengthen the comparison of the color meaning of Chinese and English words,and comprehensively use a variety of teaching methods.At the same time,they should pay attention to the cultivation of learners' Chinese thinking mode in the teaching process.Textbook compilers need to supplement the usage,practice and cultural background of the color meaning of words in textbooks.Finally,it is an overview and evaluation of the research results of this paper,and puts forward the shortcomings of this paper and the direction that the follow-up researchers can further study and expand.