Teaching Near-Synonymous Nominal Classifiers at HSK Level 3 from the Perspective of Prototype Theory
Abstract
siderable semantic overlap and confusing collocation rules. This study identifies two sets of high-frequency near-synonymous nominal clas
sifiers from the textbook, drawing on Prototype Theory. It compares their semantic differences and usage norms along three dimensions: pro
totypical features, category boundaries, and collocation extension. Prototype Theory well explains learners' confusion and furnishes a three
step teaching approach consisting of feature extraction, contrastive analysis, and application extension. Finally, this paper provides targeted
teaching strategies for resolving HSK Level 3 learners' difficulties over near-synonymous nominal classifier collocation.
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[1] He Jie. (2003)A Guide to Classifiers. Beijing: Beijing Language and Culture University Press.
[2] Guo Weiqin. (2023) Error Analysis and Teaching Strategies for Chinese Near-Synonymous Nominal Classifiers. Master's Thesis,
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[3] Zhou Ziqing. (2013)A Study on Prototype Category Theory and the Collocation of Classifiers with Nouns. Master's Thesis, Minzu Uni
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Master's Thesis, Heilongjiang University, Harbin.
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DOI: http://dx.doi.org/10.70711/rcha.v4i2.9178
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