Introduction: In order to accurately analyze the similarities and differences of word formation between English and Chinese, we must start with the word formation characteristics of the two languages. Next, I will explain the characteristics and applications of Chinese-English word formation. Welcome to refer to!

First, the characteristics of Chinese-English word formation Although Chinese and English have so many similarities in word formation, after all, Chinese and English are two very different languages, and they must have their own particularities in word formation. The particularity of Chinese and English word formation is mainly manifested in their own non-corresponding word formation, that is, their own unique word formation, which is also the difficulty of Chinese and English vocabulary teaching. The unique word formation in Chinese is mainly conjunction word formation and overlapping word formation, while the unique word formation in English is mainly interception and reverse word formation. The following are analyzed separately.

(A), the unique word formation in English

1, cutting method

Truncation is to truncate the original two words, select the head or tail of them, and then connect them into a new word. New words and original words produced

Compared with the group, the part of speech and the meaning of words remain unchanged, but it may cause changes in pragmatic style. For example: botel (boat+hotel), smog (smoke+fog), sitcom (scene+comedy).

Motels (car+hotel), jazz dance halls (jazz+disco)

2. Reverse method

The reverse order method is just the opposite of affix method. Affix method is to use affixes to form new words, and the reverse rule is to remove suffixes to form new words. The words formed by the reverse order method are mostly verbs. Reverse order is one of the main ways to form verbs in modern English. For example:

Editor? Want to edit, lazy? To be lazy, beggar? beg

(B), the unique way of word formation in Chinese

1, word formation by Lian Mian

Lian Mian's word formation refers to the word formation of inseparable words connected by two syllables. Lian Mian's words are simple words. According to pronunciation, Lian Mian dialect can be divided into three categories:

A. Disyllabic words: glass, pipa, jagged, hesitant, surging, lingering, swaying, melancholy, generous, bumpy and abrupt.

B, rhyming words: lonely, shy, gentle, rose, gourd, wandering, dragonfly, blurred, turbulent, sonorous and enchanting.

C. Non-disyllabic words: whisper, hibiscus, peony, pimple, eventful, aunt, butterfly, cricket, ant and grunt are the characteristics of Chinese, so we should pay attention to the following aspects: (1), disyllabic words refer to two syllables. (2) Reduplication refers to homophony, not homophony, that is, intermediate sounds can be ignored. For example, wandering, roses are all overlapping words. (3) Polyphony and reduplication are based on modern Chinese pronunciation, only on modern and contemporary Beijing pronunciation, not on ancient Chinese pronunciation. (4) Lian Mian's Ci gets its meaning from the sound rather than the form, so a Lian Mian Ci often has different writing styles. For example: exhibition, around; Come on, come on, come on (5) Disyllabic words consisting of a syllable and an adhesive morpheme, such as unicorn, butterfly, ant, spider, etc. , can not be regarded as a compound word composed of two morphemes. These are the difficulties in teaching Chinese as a foreign language, and we should pay enough attention to them.

2. Overlapping word formation

Overlapping word formation is one of the common grammatical means in Chinese and Tibetan. Nouns, pronouns, quantifiers, verbs, adjectives and adverbs in modern Chinese can all overlap in a certain format. This method of forming new words by overlapping some or all morphemes is called overlapping word formation. Words formed by overlapping are all compound words, which should be distinguished from overlapping words in simple words. The morphemes of reduplicated words are still meaningful after separation, while those of reduplicated words are meaningless after separation. For example, every family, mother, mother-in-law, everyone, respect, masculinity, father, daily life, discussion, beauty, Huang Chengcheng and so on are all overlapping words, while crickets and baboons are overlapping words and cannot be confused with overlapping words. Although there are a few reduplicated words in English, reduplication is not a word-formation method. Although there is no complete corresponding word-formation type in English, there are a few overlapping words in English, which mainly constitute onomatopoeic words, such as tick? Stickiness. It is worth noting that pairs of words in English are composed of the same word, which is somewhat similar to reduplicated word formation in Chinese. For example:

Hand in hand, one by one, shoulder to shoulder, more and more.

Second, the application of Chinese-English word formation in teaching Chinese as a foreign language. For any language teaching, vocabulary teaching is a very important part and an extremely important link in the language teaching system. People can't express anything without vocabulary. For second language learners, the mastery of vocabulary is the basic link in the cultivation of second language ability. In order to master the vocabulary of the second language as soon as possible, it is necessary to fully understand the rules and principles of word formation in the second language, compare the word formation of the first language and the second language, find out the similarities and differences between them, make rational use of the role of the first language in the positive transfer of the second language, and effectively avoid the interference of the first language in the negative transfer of the second language. Only in this way can we minimize the mistakes in vocabulary learning and improve the effect of using the second language correctly. Based on this purpose, this paper makes a comprehensive comparative analysis of Chinese and English word formation, reveals the similarities and differences between Chinese and English word formation, and provides theoretical basis and reference for bilingual vocabulary teaching. Although Chinese-English word formation is equally important to Chinese-English vocabulary teaching, the foothold of this paper lies in vocabulary teaching as a foreign language, so the following focuses on the specific application of Chinese-English word formation in vocabulary teaching as a foreign language.

There are many ways to teach Chinese as a foreign language, among which? Word formation teaching method? This is an effective and good method unanimously recognized by many experts and scholars. Through the comparative analysis of Chinese and English word formation, we can see that there are similarities and differences between Chinese and English word formation. ? Word formation teaching method? It is necessary to guide students to deeply understand the commonness and differences of word formation between Chinese and English, grasp the key points and difficulties of Chinese vocabulary teaching, make full use of the positive transfer of English to Chinese brought by commonness, effectively prevent the negative transfer of English to Chinese brought by differences, reduce and avoid mistakes in using Chinese vocabulary, reduce the blindness of learning Chinese and improve the effect of vocabulary teaching as a foreign language. In view of the key points and difficulties in teaching Chinese as a foreign language, I would like to make some suggestions on the teaching of Chinese compound words, conjunctions and overlapping words.

(A), the teaching method of compound words morpheme teaching method

? Morpheme teaching method? Also known as? Word teaching method? What is the basis for this? Morpheme analogy? And then what? Morpheme analysis? Teach disyllabic words. Chinese compound words are composed of morphemes according to certain word-formation rules. Only by understanding the meaning of each morpheme in a word can we accurately understand and grasp the overall meaning. Vocabulary teaching must pay full attention to the teaching of word formation morphemes.

Compound words are the most important and numerous words in Chinese, and should be the focus of TCFL vocabulary teaching. The number of Chinese morphemes is relatively small, and the recurrence rate is high, and the semantics basically change little. As long as you master the basic morphemes, you can understand unfamiliar compound words by analogy. Most monosyllabic morphemes are free morphemes, which are the most active and functional parts of morphemes and the basis for international students to expand their vocabulary. Chinese morphemes are flexible in word formation, such as? Hit +X？ Use verbs? Fight? Based on the common core semantics, dozens of disyllabic or polysyllabic compound words can be constructed: knocking at the door, fighting, dressing up, tidying up, playing spring, cheering up, knocking down, beating sesame seeds, drilling wells, fighting against injustice, making phone calls, waxing, licensing, beating seeds, typing letters of introduction, beating branches, fetching water, drinking, fishing, firewood, giving ideas and so on. It can be seen that in the primary stage of teaching Chinese as a foreign language, commonly used monosyllabic words should be the primary teaching content.

? Morpheme analogy? That is, according to the structure of compound words, keep one morpheme, replace another morpheme with a similar morpheme, and introduce other words that have not been learned. For example: by? Fans? Can you launch? Fans? 、? Fans? 、? Opera fan? ; By who? Painter? Can you launch? Singer? 、? Calligrapher? 、? A writer? 、? Scientists? 、? An artist? . As the students are all adults, they have strong reasoning ability. Morpheme analogy? It plays an active role in teaching Chinese as a foreign language. What should be noted? Morpheme analogy? Sometimes there are mistakes, such as: by? Knife? Can you introduce them by category? Scissors Spoon? 、? Ruler? 、? Box? However, students may sometimes start classes? Books? 、? Bowl? Words that do not conform to language habits. For this special situation, we can give appropriate hints in teaching.

It can also be explained after an error occurs. Except? Morpheme analogy? In addition, there are many analogy methods that can be used in teaching Chinese as a foreign language, such as associative analogy of pictophonetic characters, associative analogy of synonyms and antonyms, and semantic analogy of the same structure.

? Morpheme analysis? Mainly refers to the teaching method of explaining the meaning of compound words with morphemes. Chinese compound words are related to word formation morphemes in meaning, so, with? Morpheme analysis? It can help students understand the meaning of words and remember them more effectively. A large number of words in modern Chinese are compound words, especially disyllabic words. According to Zhou Jian's statistics of Modern Chinese Dictionary (1999), the two-character combination accounts for 67.625% of the total entries in Modern Chinese Dictionary, and the bilingual morpheme compound words account for 98.625% of the two-character combination. Use? Morpheme analysis? It is best to explain the different semantic relations between morphemes in combination with Chinese word formation, so that students can draw inferences when understanding the meaning of words. For example: teaching disyllabic words? Teaching? Can you explain the word formation morphemes first? Teaching? And then what? Study? And explain? Teaching? Meaning of. Study? Classroom? And then what? Education? When you need an explanation. Room? And then what? Education? Does the student union know? Classroom? And then what? Education? Meaning of. When teaching compound words, it is best to explain morphemes at the same time. There are many morphemes, and some words can be understood by students even without explanation. For example, have you learned? Mountain? , learned again? Pulse? Students will understand? Mountains? Do you understand the meaning? Change? 、? Count? 、? Study? In the future, will you understand? Math? 、? Chemistry? The meaning of.

? Morpheme analogy? And then what? Morpheme analysis? In fact, it is the same strain. When it is used in vocabulary teaching of Chinese as a foreign language, it is best to explain the different relations between morphemes in combination with word formation, so that students can understand the meaning of words repeatedly and deepen their memory.

(B), contact words and overlapping words teaching methods

Lian Mian words and reduplicated words are unique word-formation types in Chinese, but there are no corresponding word-formation types in English. They are difficult for foreign students to learn, and should be paid enough attention to in vocabulary teaching of Chinese as a foreign language. Because of the different word-formation characteristics of Lian Mian's Ci and reduplicated Ci, different teaching methods should be adopted in the specific teaching process.

For the teaching of Lian Mian's Ci, first of all, students should clearly realize that Lian Mian's Ci is monosyllabic or polysyllabic, not a compound word. They get meaning from sound, not from shape. The morphemes that make up Lian Mian's Ci have no meaning when they are disassembled, but only when they are taken as a whole. Secondly, you can give students examples, such as: Ling? 、? Peng? 、? Butterfly? 、? Hey? 、? Hey? 、? Butterfly? Meaningless, only? Ling? And then what? Hey? Composition? Linglong? ,? Peng? And then what? Hey? Composition? Hey? ,? Butterfly? And then what? Butterfly? Composition? Butterfly? Generally speaking, it is meaningful. Can't the teaching of Lian Mian Ci be the same as that of Chinese compound words? Morpheme analogy? And then what? Morpheme analysis? The reason is the morpheme meaning of Lian Mian's words, which is also the difference between Lian Mian's words and compound words. Students can distinguish which words are Lian Mian words and which words are compound words by comparing with specific examples. For example:? Chinese painting? And then what? Country? They are all compound words, so we can analyze their word formation first. Chinese painting? Is it formal? Country? Is it combined and then used? Morpheme analysis? Method analysis? China painter? The meaning of several morphemes, and then let the students understand. Chinese painting? And then what? Country? What are the meanings and morphemes of word formation? China painter? And the meaning of the whole word? Chinese painting country? There is a certain connection between the meaning of; Like what? Wandering around? It's all conjunctions, can't it be like? Chinese painting country? Do morpheme analysis like that.

Nevertheless, in the actual teaching process, students often ask such a question: for example? Swing? 、? Sloppy? For example. Autumn? 、? A thousand? 、? horse Tiger? Isn't it meaningful? And can't they also form words with other morphemes? At this time, it is necessary to combine the definition and characteristics of Lian Mian dialect to emphasize to students that in Lian Mian dialect, only the sound of each morpheme is taken, not its meaning, and Lian Mian dialect has nothing to do with the meaning of each morpheme. Swing? (Qian Qiu) No? Swing? Meaning? Sloppy? Neither? Horse tiger? The meaning of "Lian Mian" can also be simply explained to students, even if some Lian Mian dialect (like? Swing? 、? Sloppy? 、? Abrupt Some morphemes are meaningful after being disassembled, but the meaning of these morphemes has nothing to do with the meaning of this conjunction. Also tell students that the same couplet can have different forms in principle.

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