A Study Of The Correlation Between The Same-translated Words And The Errors In HSK Standard Course

There is a phenomenon that two or several Chinese words with similar semantics and usage are annotated with the same foreign word in the international Chinese language teaching materials.This phenomenon often highlights the “same”side of Chinese synonyms and ignores the “different” side.The complex semantic relationships among the same-translated words,especially the subtle semantic differences,are not reflected in the annotations of the raw words in the textbooks.There is a possibility of misleading international students in their Chinese language learning,especially for self-study.This paper examines the new words in the HSK Standard Course series and finds that the proportion of same-translated words is as high as 10%.Based on the principle of realism,the same-translated words of verbs,adjectives and nouns are selected as the target same-translated words for this study,and the semantic relationship between the same-translated words and the relationship between the same-translated words and correspondence with the meanings of English words is used as the starting point.Example sentences from international students whose native language is English or who have a background in learning English,drawn from the HSK Dynamic Composition Corpus and the Global Chinese Mediated Corpus.The analysis of the possible biases induced by the phenomenon of the sametranslated words with different types of semantic relations,the selection of representative and typical biases for analysis and classification,the investigation of the inner relationship between the same-translated words and biases,and the clarification of the reasons why the same-translated words in the HSK Standard Course series induce biases and cause biases in Chinese learners in the process of vocabulary learning.Finally,specific strategies and methods are proposed in terms of both textbook development and teacher teaching.The content of the textbook is designed to emphasize the marking of appropriate meaning items and the balance between translation and interpretation,while the teacher’s teaching emphasizes the role of the teacher and the multi-angle analysis of cognate words,including contextualization,collocation and morphemic meaning.These can provide a direct reference point for teachers’ vocabulary teaching.