Analysis And Pedagogical Research On The Use Of Polysemous Words In International Chinese Textbooks

There are a large number of polysemous words in Chinese vocabulary,and being able to understand and use them correctly is of great importance in teaching Chinese as a second language.The teaching of polysemous words is not only a key point in vocabulary teaching,but also a difficult one.The acquisition of polysemous words reflects the learners’ ability to master the vocabulary and also the skill of using polysemous words flexibly,and inaccurate understanding of vocabulary will directly affect the smooth communication.In order to study the use and teaching of polysemous words in international Chinese textbooks in detail and systematically,this paper analyzes and discusses the specific situation of Chinese second language learners in learning and using polysemous words and their meanings based on the textbook corpus of the New Practical Chinese Reader Textbook and the HSK composition-mediated corpus,and proposes corresponding teaching suggestions and a suitable teaching design for teaching polysemous words.The overall idea of this paper is to first examine the"potential polysemous words"in the textbook,including the lexical nature,the number of syllables,and the number of meaning items,in order to understand the overall use of polysemous words in the textbook(New Practical Chinese Reader Textbook),and to select 10polysemous words.These 10 polysyllabic words are all real words in the textbook’s vocabulary list,mainly monosyllabic and diphthongic,with a moderate number of items,namely:“看”“想”“送”The seven monosyllabic polysyllabic words of“养”“深”“抱”and“赶”plus The text also contains three two-syllable polysyllabic words:“认识”“希望”and“原来”.Secondly,the distribution and usage of the 10polysyllabic words in the textbook are analyzed and discussed in detail,and it is found that the basic meanings of the polysyllabic words do not appear first,i.e.,the basic meanings of the polysyllabic words are not arranged in front of other meanings in the textbook,and some of the basic meanings of the polysyllabic words do not even appear.Next,this paper investigates and analyzes the use of 10 polysemous words in the HSK composition corpus,and the results show that the frequency of using the basic meaning of polysemous words is relatively high,but on the contrary,there is no direct relationship between the order of occurrence of the polysemous words in the textbook and the frequency of using the polysemous words in the HSK composition.Finally,this paper combines the above findings to propose teaching suggestions and give a suitable teaching design for teaching polysemous words.In the teaching design,the key points and difficulties of teaching polysemous words are highlighted,and the teaching methods of contextualization,using the old to bring in the new,and strengthening practice in teaching polysemous words are proposed.The purpose of this study is to strengthen Chinese second language learners’ ability to learn polysemous words and use them for communication,to provide reference for teachers’ teaching of polysemous words,especially to clarify the important and difficult points of teaching polysemous words,and to provide a basis for arranging polysemous words in Chinese international textbooks.