A Study Of The Chinese Characters In "Classification" From The Perspective Of Conceptual Integration Theory

As one of the important standards of teaching Chinese as a foreign language,The Graded Chinese Syllables,Characters and Words for the Application of Teaching Chinese to the Speakers of Other Language gives specific quantitative standards in pronunciation,Chinese characters and vocabulary,which has important guiding significance for teaching Chinese as a foreign language.Among the 3000 Chinese characters in the list of The Graded,the number of associative characters accounts for 8.2 % of the total Chinese characters.Although the number of associative characters is less than that of pictographic characters,sign characters and semi-sign characters,as a typical representative of the ideographic and motivation of Chinese characters,it can reflect the characteristics of Chinese characters as the ideographic system better.However,in the teaching of Chinese as a foreign language,the teaching of associative characters has not received due attention.Therefore,it is of great significance to do a good job in the teaching of associative compounds characters for the teaching of Chinese characters as a foreign language.Conceptual integration theory is one of the important theories of cognitive linguistics,and its operation mechanism is highly similar to the process of the formation process of the meaning of associative compounds characters.Therefore,we can use conceptual integration theory to classify and analyze associative characters from a new perspective,and provide new ideas for the teaching of associative compounds characters.Based on this,the purpose of this thesis is to analyze and study the associative compounds characters in The Graded and use the conceptual integration theory to study the associative compounds characters in accordance with the three types of ' superposition ' 'blending' and ' haplology '.Then the associative compounds characters will be divided into three types of semantic transparency: fully transparent,partially transparent and truly opaque,through the discussion of semantic transparency of associative compounds characters,predict the difficulty of learning associative compounds characters,that is,the associative compounds characters of haplology which belong to truly opaque will be the difficulty for the L2 learners in learning Chinese.Then,the results of the study are used to test the intermediate-level foreign students in the form of questionnaires.Through the analysis of the test results,it is found that the students ' ability to integrate the meaning of associative compounds is weak,especially the ability to integrate the associative compounds characters of haplology which belong to truly opaque.These L2 learners need systematic training to form an integrated thinking.Therefore,this thesis puts forward some suggestions for the teaching of associative compounds characters.Firstly,it's important to value the teaching of the meaning of each ideogram in associative characters,understand the meaning of ideogram is the basis for the integration of the meaning of the associative characters.But it's also necessary to realize that it is impossible for L2 learners to integrate completely accurate meaning according to the meaning of the ideogram.Secondly,the integration training of associative compounds should be repeated in teaching to guide learners to form the integration thinking.Finally,according to the different semantic transparency of associative compounds and different types of conceptual integration,teachers timely give hints about the hidden information of the ideograms and the correlation between the ideograms to help students complete the integration of the meaning of the associative characters effectively.