对外汉语近义词教学探析— 以“帮”、“帮助”和“帮忙”为中心

Abstract

This article uses a combination of questionnaire survey and actual classroom teaching to explore the feasibility and timeliness of applying the method of corpus to distinguish Chinese synonyms in teaching Chinese as a foreign language. The results of the questionnaire survey prove that this teaching design can still achieve relatively good teaching effects when applied to the teaching of the synonyms of Chinese as a foreign language 帮, 帮助 and 帮忙. This article quoted Cui Xianglan (2020), using the four aspects of BCC corpus clause position, word collocation, register features, and semantic rhyme to distinguish Chinese synonyms, and designed a set of programs for classroom teaching. Through the teaching test, it is found that the learners have the best grasp of the positional features in the sentence, which shows that this intuitive way of explanation is easier to be accepted by foreign learners of Chinese. Secondly, this article uses the corpus search to obtain the front and back collocations, which can better summarize the typical collocations of terms, which is simple and easy to remember, and is more suitable for teaching Chinese as a foreign language. Finally, this article sorts out the applicable register and semantic rhyme of 帮, 帮助 and 帮忙, which is convenient for learners who lack the sense of Chinese language to better understand and master this group of synonyms.