How to Apply Cross-linguistic Semasiological Differences in Chinese Teaching: a Study on Repetitive Particles

DOI

10.2991/978-2-38476-126-5_213How to use a DOI?

Keywords

cross-linguistic; SMM; Chinese teaching; repetitive particles

Abstract

In the process of learning Chinese as a foreign language, students from different countries make different semantic errors because of the inevitable negative interlingual transfer. To better solve this problem, deep understanding on cross-linguistic semasiological differences is required. In this study, we briefly introduce how to use first-hand data collected from 40 languages and second-hand data from 33 languages to establish a semantic map centered on the notion of “repetition”, and how the graph is divided into different contiguous sub-maps by clusters of grams in different languages. The research instantiates how we use the semantic map to predict and to correct the semantic error made by international students and how we can adjust lexical teaching beforehand to avoid such semantic errors.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ying Zhang
PY  - 2023
DA  - 2023/10/31
TI  - How to Apply Cross-linguistic Semasiological Differences in Chinese Teaching: a Study on Repetitive Particles
BT  - Proceedings of the 2023 7th International Seminar on Education, Management and Social Sciences (ISEMSS 2023)
PB  - Atlantis Press
SP  - 1865
EP  - 1871
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-126-5_213
DO  - 10.2991/978-2-38476-126-5_213
ID  - Zhang2023
ER  -