前言什么是脑筋急转弯?简单来说就是不能以通常的思路来回答的智力问答题。脑筋急转弯有自己特色,答案出乎寻常的简单,让人在经历了智慧的挑战后 ,有一种茅塞顿开之感。脑筋急转弯作为一种娱乐方式,是一种十分大众化的文字游戏,日常生活中被人们广泛使用。这种现象存在的主要原因是 :一方面脑筋急转弯是对汉语各种要素的灵活使用,是对一些特殊语言现象的利用;另一方面它具有的幽默效果,可以促使人们日常交际的和谐进行 ,同时也丰富了人们的交际形式。而留学生在掌握了一定的汉语知识之后,通过脑筋急转弯的练习,一方面通过与他人进行文字游戏获得成就感, 增进对汉语的兴趣,另一方面能够提升自身对汉语的语音、词汇、语法、语用等各方面的掌握、理解和运用能力,并能从新的角度了解汉民族的思维 方式。但需要强调的是,脑筋急转弯的练习必须是建立在掌握了基础的汉语知识之后的,否则就会因为基础知识掌握的不牢固而导致“误入歧途” ,将解答脑筋急转弯的非常规思维习惯作为自己认知汉语的思维定式。依据母语使用者自身的经验可以发现,通过对一定量脑筋急转弯的掌握,就 能够找到解决脑筋急转弯的“窍门”,解决大多数类似的题目,也就是说脑筋急转弯是有规律可循的,这一现象为给留学生讲解脑筋急转弯的可能性 提供了现实基础,只需要将脑筋急转弯归类,再将每类脑筋急转弯的构建模式和运行机制理清楚,并以此为理据辅以对外汉语教学,便可帮助留学生 更加生动形象地掌握一些汉语知识。现有的脑筋急转弯的分类方式五花八门,普遍的分类方法都是以汉语是第一语言的人群为受众而区分的,因而 不适用于对留学生教学使用。面向对外汉语教学的脑筋急转弯分类,应着眼于汉语的各语言要素。通过对网络上一版“脑筋急转弯3600题”的分 析,现将其涵盖的脑筋急转弯大致分为如下八大类。1语音类脑筋急转弯及其应用语音类即在脑筋急转弯中运用了语音手段,如“二三四五六七 八九--缺衣少食”,谜面上全是数字,而且是最简单的数字。在最初学数数的时候就是从这些最基本的数字开始的,从一到十。谜面中缺少的“一 ”和“十”,恰好是“衣”和“食”的谐音,这样缺少“一”和“十”就转化为俗语“缺衣少食”.此类脑筋急转弯的数量非常多,因为汉语中存在 极其普遍的同音现象。现代汉语普通话的音节数量约为400个,远远少于现代汉语中汉字的数量,这样就会存在大量的音同或音近的字和词。正是 现代汉语普通话的这种特质,使得脑筋急转弯可以大范围使用语音手段来实现自身的效果。而脑筋急转弯作为一种口头的交流方式,也促成了利用语 音手段达成效果的脑筋急转弯的存在。如:“狼来了(打一水果名)--杨桃(羊逃)”“一群羊(打一水果名)--草莓(草没)”“羊跑出圈了 (打一歌手名)--王力宏(往里轰)”“羊又跑出来了(还打一歌手名)--韩红(还轰)”由于现代汉语的音节数量有限,导致现代汉语中存在 大量的音同或音近的词语,此时便可以利用语音类的脑筋急转弯辅助教学。如:“中国最早的姓氏是什么?--善,人之初,性本善。”“性、姓” 同音,在讲授这一对同音字,或者是学习过这两个汉字之后,可以利用这个脑筋急转弯分别讲解这两个字的具体含义,分析细微的差别,对比的同时 全面掌握,以免混淆。除此之外,语音类的脑筋急转弯还可以有助于区分音近字所构成的多音节词。如:“狼来了(打一水果名)--杨桃(羊逃 )”这样的脑筋急转弯可以直接地显示出“杨”和“羊”以及“逃”“桃”的不同,并且在学习时,这种音近字搭配出的音近词在语义上的千差万别 较细微差别更易掌握。2语义歧义类脑筋急转弯及其应用此类脑筋急转弯利用的是现代汉语中一词多义和多词同义现象。如“书呆子买了一本 书,第二天妈妈却发现书在水盆里,为什么?--他认为那本书太枯燥了。”“‘枯燥’一词有两种基本含义:一种是指干枯、干燥,说的是具体的 物体水分含量下降或湿润度降低;另一种是指单调、无趣味,形容人或与人有关的事物毫无生气,呆板乏味,干涩无聊。”在这一脑筋急转弯中,书 本的枯燥是这一词的第二种义项,是说书的内容无趣,而将书本放在水盆中所使用的是“枯燥”这一词的第一种义项。语义歧义类的脑筋急转弯, 通常是故意曲解词语的正确含义。当一个词语有多种义项时,通常采用与本身不符的义项作谜面,使得谜面看上去无厘头。此类脑筋急转弯举例:“ 为什么一只非常饥饿的猫看到老鼠拔腿就跑?--不跑怎么抓老鼠。”“跑”可以指“跑向”也可以是“背离”,通常理解为“逃跑”,而此题中使 用的就是“奔向”这一义项。以上是多义词的示例,除此之外还有利用同义词现象的语义歧义类。例如:“世界上最洁净的‘球’是什么球?-- 卫生球”,“洁净”和“卫生”是同义词,但是“卫生球”并非是将“卫生”和“球”这两个词的含义简单相加。相较于单义词,现代汉语中多义 词有绝对的优势,而且多义词的教学也是对外汉语教学的一个难点,每个义项都有其相应的使用环境,而这一词多义的各个义项之间往往有千丝万缕 的联系,所以想要准确掌握是非常难的,光靠理论上的讲解不易消化吸收。而这时就可以引用语义歧义类的脑筋急转弯,可以学习很多语言知识,将 原本单薄的基础扩充,使得其更丰盈,并且充满乐趣。如:利用此类脑筋急转弯中第一例的谜面谜底便能结合具体的语境讲解“枯燥”的两个义项了 ,而且这两个义项之间有一定的引申关系。“事物缺水”是这一词的字面基本含义,而有事物缺水可以引申出事物缺乏生机,不活泛,便是“枯燥” 一词的抽象义。这类脑筋急转弯总是使用关键词的两种不同含义,而且含义之一为关键词的常用义,另一义为关键词的字面义。这样的安排方便了老 师讲解常用义--以字面义为纲,讲解常用义的辐射或引申方式。并且这两个义项都在题目中有显现,相应的联系及不同也能得到表现。3字谜类 脑筋急转弯及其应用字谜类的脑筋急转弯比较少,因为此类题目很容易偏向纯粹的猜字谜。比方说所参考的这个“脑筋急转弯3600题”中有这 样一例“一人站门内”,这就是纯粹的字谜,不应该归在脑筋急转弯中。而此类脑筋急转弯的典型示例,会明显区别于纯猜字的谜题,例如,“小 王说他会在太阳和月亮永远在一起的时候去旅行,你说可能吗?--可能,是明天。”太阳和月亮怎么会永远在一起呢?它们根本不会在一起。依据 谜底进行倒推发现,“太阳”“月亮”分别是“明”这个字的“日”“月”两个部分,因而将“太阳和月亮永远在一起”转化为“日”和“月”组合 在一起的时候。就可以得出正确答案了。再如:“把冰变成水的最快方法是什么?--去掉俩点。”这里的“冰”和“水”指代的并非是两种自然 界的事物,而是“冰”和“水”这两个字。去掉“冰”字上的两点变成为了“水”字。忽略词义,割断词与事物的联系[1].字谜类的脑筋急转弯 虽数量较少,但是在对外汉语教学的课堂上意义非凡,较之纯粹的字谜也有自身独特的优势。字谜如:“门里站个人--闪”“一点一横长,一撇飘 南洋,南洋有个人,只有一寸长。--府”,这些字谜较一笔一划的讲授汉字略显新意,但不过是对汉字的拆分,罗列各部件。“闪”字略能显示出 部件同字之间的联系,而“府”字则是单纯的将各部件拆分出来。而字谜类的脑筋急转弯就大大不同了,如“怎样能最快灭火--在‘火’字上加一 横。”有谜面谜底,趣味性大增,而且“火”和“灭”这两字在意义上的联系也被巧妙地利用了,较之纯粹的字谜此类脑筋急转弯更简单、直接、巧 妙。汉字的教学作为汉语教学的老大难,亟需此类灵活、生动并且趣味性十足的方式帮忙解决,故而可以说这类脑筋急转弯在汉语教学的课堂上举足 轻重。4所指类脑筋急转弯及其应用这类是利用词语的所指不同来构建的脑筋急转弯,如“用什么方法可以使人不喝水?--把水改名字。”通 常人们对水的直接反应就是自然界中的“水”这种事物,这样怎么能不喝水呢?水是生命之源啊。但是通过答案可以得知这里说的“水”是“水”这 个字本身,而不是约定俗成的“水”这个字所指代的事物。此处是故意断裂能指与所指的联系[2].此手段在脑筋急转弯中使用的次数非常之多, 如“从一写到一万,你会用多少时间?--最多5秒,10000.”题目误导答题者,让人以为是从1写到10000,需要将中间所有的数字都 写出来,而此脑筋急转弯的实际意思只是写1之后加上四个零而已。字谜类的脑筋急转弯常常同时还曲解了语义所指,如字谜中所举出的例子:“ 把冰变成水的最快方法是什么?--去掉俩点。”这里的“冰”和“水”指的就都是汉字本身而非其约定俗成代指的事物。所指类的脑筋急转弯也 不甚适合对外汉语教学的课堂,但是并不同于语义指向类的脑筋急转弯。此类脑筋急转弯不适宜讲解相应的现代汉语知识,却绝对是活跃课堂气氛的 好手。如“太平洋中间是什么?--‘平’字。”想必猜“海水”的人不在少数,当亮出答案后,即使留学生亦能幡然醒悟,领悟汉语独特魅力的同 时使课堂轻松活跃。5语义指向类类脑筋急转弯语义指向是指句法结构中的某一成分跟其他成分之间在语义上的联系,这种语义联系同句法关系 有时一致,有时不一致[3].脑筋急转弯中通常利用在结构上没有直接组合关系的语法成分之间的语义联系,即非直接成分之间的语义联系。比 如:“阿忠结婚好几年了,却没生下一个孩子,这是为什么?--生的是双胞胎。”“没生下一个孩子”可以理解为“一个孩子也没生下”即“生下 ”一词指向的是“孩子”,也可以理解为“生了不止一个孩子”这时“生下”指向“一个”,而题目中使用的含义就是第二种。“如果你生出来的儿 子只有一只右手,你会怎么办?--怕什么,他不是还有一只左手嘛。”脑筋急转弯作为一种口头的交流方式是很利于此种手段的使用的,出题者 在口述题目时可以自己把握轻重音,这样就会诱使答题者抓不住正确的答题点。以上一个例子为例,将“一只”读成重音,然后故意隐去“右手”的 “右”字的存在感,误导答题者理解为“只有一只手”.需要注意的是并非各类脑筋急转弯都适合引进对外汉语教学的课堂,比如说此类脑筋急转弯 的讲解可能导致留学生误入歧途,汉语作为一种意合型语言,语法本身就不明显,而此类脑筋急转弯的一些歧义本就有牵强附会之意,在教授留学生 汉语时,使用此类脑筋急转弯无异于化简为繁。6结构歧义类脑筋急转弯及其应用语言中的线性组合结构存在着歧义的现象,会产生不止一种的 含义,这样脑筋急转弯的出题者就可以利用此种结构歧义现象出题,诱导答题者往错误的含义方面理解。如:“动物园里鼻子最长的是大象,那鼻子 第二长的是谁?--小象”“大象”可以有两种理解,一种是理解为一个词,是对“象”这一类动物的通称,另一种理解方式是将“大象”视为一个 词组,即大的象。当答题者采取第一种理解方式时,就会在其他的动物身上思考答案,而出题者的思路是将其理解为“大的象”,自然就得出“鼻子 第二长的是小象”这个简单离奇的答案。再如:“东西掉了该怎么办?--没关系,还有四张空白麻将。”“东西”可以理解为一个词语,是对物 品的通称;也可以理解成一个短语,是指方向的东面和西面;而此题虽然也是将“东西”理解为短语,但是用来指麻将牌中的“东风”和“西风”这 两张牌。除此之外,题面中的“掉了”也包含两种含义,一种意思是物品丢了,还有一种是指物品掉到地面上。有趣的是相当多以汉语为母语使用者 看到这一题的时候猜的答案为“东西掉了就捡起来”,因为将题目理解为了“东西掉在地面上了怎么办”.汉语的这种线性组合结构存在大量的歧义 现象,结构歧义类的脑筋急转弯是帮助理解汉语歧义的一种极佳手段。曾有留学生将“马上的天下”的“马上”理解成立刻,而这也是受现代汉语“ 词本位”惯式思维的束缚。结构歧义类的脑筋急转弯的谜面和谜底分别使用关键点作为词时的意义和非词时的含义,这样就可以一并讲解,更加生动 鲜明。7诗词熟语类脑筋急转弯及其应用这类脑筋急转弯利用的是人们耳熟能详的诗词和熟语,但是都是利用诗词和熟语直接的字面意义。在向 留学生讲授此类脑筋急转弯时,应该同时帮助留学生理解掌握这些诗词和熟语的正确含义和使用环境,对已经讲授过的诗词熟语可以利用此类脑筋急 转弯增加授课的趣味性。如:“一二三四五六七八九十这十个数字,哪个最勤快,哪个最懒?--二最勤,一最懒,因为‘一不做,二不休''.” 这句俗语的意思是:要么不做,做了就索性做到底,是指事情既然开了头,就要坚持做到底。而这个脑筋急转弯将其直接的按照字面含义理解为“一 ”什么都不干,“二”从不休息,从而得知一最懒,二最勤快。“黄河的源头在哪儿?--天上,因为黄河之水天上来。”“君不见黄河之水天上 来”是李白《将进酒》的第一句,在给留学生讲这首诗之后就可以问这个脑筋急转弯活跃课堂气氛,也帮助留学生增加学习中文的兴趣。由于日常 熟语和诗词的大量存在,致使此类脑筋急转弯的数量众多。在对外汉语诗词熟语的教学过程中,许多留学生会犯的错误与此类脑筋急转弯的构建方式 如出一辙,都是字面肤浅理解导致的错误。这类脑筋急转弯用多了会导致留学生本末倒置,本来只要记住对的就行,却变成了既要掌握对的,又要了 解错的错在何处,无异于加重学习任务。故而这种脑筋急转弯的使用条件很严苛,在有学生犯了望文生义的错误时,利用之前已经讲解过已熟悉的诗 词熟语的脑筋急转弯来引起学生的共鸣,在学习汉语时切忌顾名思义。如:“怎么能让屋里立刻干净?--闭上眼睛,因为眼不见为净。”顾名思义 就是“只要没看见,就认为是干净的”,其实是指心里不以为然,但是没有办法只好撇开不管。8语境类脑筋急转弯及其应用此类脑筋急转弯利 用人们理解话语时要参考这句话的具体语境的惯式,通过冗余、虚假或不全的语境达到效果。语境不是给定的,而是择定的。人们先择定正在处理的 信息是关联的,否则他们不会费神去处理它,然后设法选择一种能够使其关联性最大化的语境[4].8.1语境羡余类语境虚假类,虚假的语 境会使人误解发话者的本意,在脑筋急转弯常用的手段是给出大量无关的语境,这些羡余的语境使得原本简单的问答轻易地变复杂化。如:“失败 是成功之母,那’成功‘是’失败‘的什么?--反义词。”按照谜面给出的信息“失败”是“成功”的母亲,那么“成功”就该是“失败”的孩子 。可答案是“成功”是“失败”的反义词,这就是先给出虚假的信息,人们一贯按照上下文推测信息,这样就会答错。再者就是我们常见到的,并 且几乎第一次都会被误导的一类,即通过大量无关信息的干扰,诱使答题者偏离发话人的真实信息。如:“小明的妈妈有三个孩子,老大就大毛,老 二叫二毛,老小叫什么?--叫小明。”羡余的语境会对答题者造成无关干扰,而缺失的语境又会使得谜面用常理不能理解。8.2语境缺失类 这类脑经急转弯的解决方法就是将缺失的语境补充完整。此类脑筋急转弯的题面通常看上去有违常理,这是因为它故意隐去了部分语境,使得题目看 起来不可思议,让答题者不得其解。如:“有一只蜗牛从新疆维吾尔自治区爬到海南省为什么只需要三分钟?--它在地图上爬。”“蜗牛”众所 周知以“慢”着称,从新疆到海南就算是飞机也不能三分钟到,所以谜面看起来匪夷所思。而在地图上两地的距离就小多了,如果地图足够小,蜗牛 甚至可以不用三分钟。谜面需要在特定的语境下才能成立,而出题者故意在谜面中将其隐去,呈现给答题者一种非常态,然后由答题者找出缺失的 语境,补充上使其成为常态。语境类的脑筋急转弯利用的是人们的思维定式,但是汉语的脑筋急转弯还是要依靠汉语的特点来构建虚假冗余的语境 ,如语境羡余类所举事例。抑或是利用汉名族的文化知识作为缺失的语境,如:“为什么老王家的马能吃掉老张家的象?--因为他们在下象棋。” 当然此类脑筋急转弯更多的都是转移人们的注意力,各国人民都通用的,如:“有三个小朋友在猜拳,一个出剪刀,一个出石头,一个出布,请问三 个人共有几根手指头?--六十”综上所述,建议在对外汉语教学的课堂上老师应该酌情选择和汉语知识或文化相关的脑筋急转弯。在对外汉语的 课堂上,脑筋急转弯不会是主体,只是辅助教学的一种手段,并且所使用的脑筋急转弯必须是简单易懂并且不易引起歧义的。脑筋急转弯的教学比较 复杂,目前仍未正式进入课堂教学,但是这种既特殊又普遍的汉语语言现象对第二语言习得有重要的意义,是能够提供一定帮助的。通过以上分析 ,可以得出在对外汉语教学中适当引用脑筋急转弯可以对比讲解现代汉语中大量存在的同音词;全面地掌握多义词的各个义项以及各自的使用环境; 同时掌握相互关联字在形体上的联系;帮助留学生更好地理解语义、分化歧义,提升留学生的汉语素养;使汉语中结构歧义的讲解更加生动鲜明;避 免望文生义、顾名思义的现象;让留学生认识联系上下文及其他相关语境的重要性,帮助留学生在阅读中形成认真思考的习惯。此外,最重要的一点 是能够通过脑筋急转弯培养学生学习汉语的兴趣,并能通过这种言语语用技巧体会汉语语音、词汇、语法、语用方面的特点,感受汉语汉字的独特之 处,领略汉民族的思维方式及特点。prefaceWhatisabrainteasers?Issimplynotin theusualwayofthinkingtoanswerthequizquestions.Braintea sershasitsowncharacteristics,theanswerwasexceptionallysi mple,letapersonafterachallengeofwisdom,thereisasense ofbliss.Brainteasers,asakindofentertainment,itisavery popularwordgame,hasbeenwidelyusedineverydaylife.Thisis themainreasonofthephenomenon:ontheonehand,brainteaser sistheflexibleuseofvariouselementsinChinese,istotheu seofsomespeciallanguagephenomenon;Ontheotherhandithas humor,canmaketheharmonyofPeople''sDailycommunication,but alsoenrichthepeopleformofcommunication.Andstudentsaftert hemasteracertainknowledgeofChinese,throughthepracticebr ainteasers,ontheonehand,throughthewordgameswithothers togetasenseofachievement,enhanceinterestinChinese,onth eotherhandcanimproveitselfinmandarinpronunciation,vocabu lary,syntax,pragmaticsandsoonvariousaspectsofthemaster, understandingandusingability,andcanunderstandthehannati onalityfromtheAngleofnewwaysofthinking.Butneedtoemphas izethatthebrainteaserspracticemustbeestablishedafterthe masterthebasicknowledgeofChineselanguage,otherwiseitwil lbeformasteryoftheknowledgebaseisnotsolidandleadto" misguided",willanswerbrainteasersunconventionalthinkinghabi tasacognitiveChinesemindset.Accordingtothenativespeaker'' sownexperience,canbefoundbyacertainamountofbraintease rs,willbeabletofindasolutionto"trick"brainteasers,sol vemostsimilartopic,thatistosay,brainteasershaverulest ofollow,thisphenomenonforstudentstoexplainindetailthep ossibilityofbrainteasersprovidesarealisticfoundation,just needtobrainteasersclassification,theneachtypeofbrainte asersconstructionmodeandoperationmechanismandclear,andth eorieswiththeteachingChineseasaforeignlanguage,canhelp studentsmorevividimagetomastersomeknowledgeofChineselan guage.Existingbrainteasersclassificationismultifarious,the classificationofthecommonmethodsarethepopulationofChines eisthefirstlanguagefortheaudience,andthusdonotapplyt otheuseofstudentsinteaching.Forbrainteasersclassificati onofteachingChineseasaforeignlanguage,weshouldfocuson Chineselanguageelements.Throughtheonlineversionofthe"bra inteaserquestions3600"analysis,nowitcoversthebrainteaser sroughlydividedintothefollowingeightcategories.1speechcl assbrainteasersanditsapplicationSpeechclassthatisintheb rainteasersbymeansofthespeech,suchas"23456789-food,"r iddleisfulldigital,andisthemostsimpleNumbers.Learntoc ountatfirsttimeistostartfromthemostbasicdigital,from onetoten.Riddleofthelackof"a"and"ten",just"clothes"a nd"feed"homophonic,sothelackof"a"and"ten"intoaproverb "food".Thenumberofsuchbrainteasersverymuch,becausethe mostcommonhomophonesinChinese.ModernstandardChinesesyllab lenumberabout400,farlessthanthenumberofcharactersinmo dernChinese,itwillexistalotofwordsandwordsoundsthesa meornearly.ThecharacteristicsofmodernChinesemandarin,mak esthebrainteaserscanuseawiderangeofvoicemeanstoachie veitseffect.Andbrainteasers,asakindofverbalcommunicati on,alsoledtotheuseofphoneticmeanstoachievetheeffecto ftheexistenceofbrainteasers.Suchas:"Wolf(afruit),caram bola(sheep)""aflockofsheep(afruit),strawberries(grass)," "sheeprunones(anartist),wang(boom)inthe""sheepranout (alsoanartist),hanhong(boom)"duetothelimitednumberofs yllablesofmodernChinese,causeinmodernChinesethereareal argenumberofsoundsthesameornearlywords,atthistimewill beabletousevoicebrainteasersauxiliaryteachingclass.Such as:"whatistheearliestChinesesurname?-----thegood,at thebeginningoftheman,thisgood.""Sexandthesurname"homon ym,intheteachingofthispairofhomophone,orafterthetwoC hinesecharactersstudy,canmakeuseofthebrainteasersrespec tivelyexplainthespecificmeaningofthewordanalysisnuances, comparesthecomprehensivegraspatthesametime,inordertoa voidconfusion.Inaddition,brainteasersofspeechclasscanals ohelptodistinguishthesoundnearlywordformpolysyllabicwor ds.Suchas:"Wolf(afruit),carambola(sheep)"thisbraintease rscandirectlydisplaythe"Yang"and"sheep"and"escape""peac h",andinlearning,thissoundsalmostwordcollocationgivesne arlywordsinsemanticdifferinthousandswaysmorenuancesmore easily.2thesemanticambiguitybrainteasersanditsapplicatio nSuchbrainteaserisusedinmodernChinesewordpolysemyandmo rewordsynonymousphenomenon.Suchas"nerdboughtabook,these conddaymomtofindbooksinbirdbath,why?--hethoughtthebo okwastooboring.""Theword"boring"hastwobasicmeanings:on ereferstodry,dry,saidthespecificobjectdecreasemoisture contentormoisture;anotherismonotonous,withoutinterest,to describepeopleorthingsrelatedtothepersonlifeless,dull,d ryandboring."Inthebrainteasers,boringofthebooksisate rmofthesecondmeanings,isthecontentofthestorytellerbori ng,andputthebooksinthebasinisusedforthemeaningsofth eword"boring"thefirstone.Semanticambiguityclassbrainteas ers,usuallydeliberatelydistortsthecorrectmeaningofthewor d.Whenawordhasmanymeanings,usuallytakesthemeaningsofi nconsistentwithitselfasariddle,makestheriddlelookssleep y.Suchbrainteasers,forexample:"whyaveryhungrycatsawth emouseran?-don''truntocatchmice.""Run"canmean"to"also canbe"divergence",usuallyinterpretedas"escape",anditis usedinthe"to"themeanings.Aboveisapolysemouswordsample, inadditiontousingsynonymsthesemanticambiguityphenomenon. Forexample:"whatistheworld''smostclean"ball"ball?-napht haleneball","clean"and"health"isthesynonyms,but"mothball "isnot"health"and"ball"themeaningofthetwowordssum.Com paredwithChanYiword,polysemyhasabsoluteadvantageinthemo dernChinese,andexpandstheteachingisalsoadifficultyofte achingChineseasaforeignlanguage,eachhasitscorresponding useoftheenvironment,andthisonewordpolysemytendtohavel inksbetweenthevariousmeanings,sowanttomasteritisveryd ifficulttoaccurately,ontheoreticalexplanationisnoteasyto digestabsorb.Andthenyoucanreferencethesemanticambiguity kindofbrainteasers,canlearnalotoflanguageknowledge,to expandthebasisoforiginallythin,makeitmoreobvious,andf ulloffun.Suchas:usingthefirstcaseofsuchbrainteasersr iddlemysterycanbecombinedwiththespecificcontextonthetw omeaningsof"boring",andithascertainimpliedrelationshipb etweenthetwomeanings."Things"watershortageisthebasicmea ningoftheletteroftheword,butitislackofwatercanlead toalackofvitality,thingsnotHuoFan,istheabstractmeaning oftheword"boring".Thesebrainteasersalwaysusetwodifferen tmeaningofthewords,andoneofthemeaningsforthekeywordc ommonlyused,theothermeaningistheliteralmeaningofkeyword s.Thisarrangementisconvenientforteachersexplaincommonrig hteousness-withtheliteralmeaning,interpretationofthecomm onlyusedwayofradiationorextended.Andthetwomeaningsare inthetitle,thecorrespondingcontactandalsocangetdifferen tperformance.3puzzlebrainteasersanditsapplicationPuzzlecl asslessbrainteasers,becausethistopicisveryeasytopurec harade.Forexamplebyreferenceofthe"brainteasers3600quest ion"havesuchacaseof"onepersonstandingdoor",thisispure lyapuzzle,shouldnotbeinthebrainteasers.Andsuchtypical examplebrainteasers,significantlydifferentfrompureguesswo rdpuzzles,forexample,"wangsaidhewouldbeforeverinthesu nandthemoontogetherofthetimetotravel,youcansay?-may be,istomorrow."Howcanthesunandthemoontogetherforever? Theydonottogetheratall.Backwardfoundacaseonthebasis oftheanswer,"thesun""themoon","Ming"oftheword"day""mo nth"twoparts,whichwillbe"thesunandthemoontogetherfore ver"into"day"and"month"together.Canbeconcludedthatthec orrectanswer.Or:"whatisthefastestwaytoturniceintowater ?-getridofthetwopoints."The"ice"and"water"hererefers toisnotthetwokindsofthingsinnature,but"ice"and"wate r"thistwoword.Removetheword"ice"intotwopointsofforth eword"water".Ignorethemeaningandcutoffwordcontactthing s[1].Thepuzzlesoftheclassbrainteasers,thoughasmallnum ber,butsignificantinteachingChineseasaforeignlanguagecl ass,comparedtopurepuzzlesalsohasitsownuniqueadvantages. Puzzles,suchas:personal-shaninthe"door""onepointoneh orizontallong,floatingacurlofnanyang,nanyanghasaperson, isonlyaninchlong.-fu",thepuzzleisarowoftheteaching ofChinesecharactersisshownslightly,butisthesplitofChi nesecharacters,however,forthepartslist."Flash"slightlyto showtheconnectionbetweenthecomponentswiththewords,thec haracter"fu"ispurelyforthepartswillbesplit.Andpuzzles classbrainteasersisgreatlydifferent,suchas"howcanthefas testfire-addacrossonthe"fire"word."Ariddleanswertoa riddle,interesting,and"fire"and"destroy"thistwowordint hesenseofthelinkiscleverlyused,ascomparedwithpurepuzz lessuchbrainteasersmoresimple,directandclever.Theteachi ngofChineseasalong-standingChinesecharactersteaching,in urgentneedofthiskindofflexible,vividandinterestingways tohelpsolve,socansaythiskindofbrainteasersoccupiesan importantpositioninthehistoryofChineselanguageteachingcl assroom.Referredtoin4typesofbrainteasersanditsapplicati onClassistousethewordsreferringtobuilddifferentbrainte asers,suchas"donotdrinkwaterwithwhatmethodcanmakethe person?-changethewatername."Isusuallythedirectreaction ofwateristhenatureofthe"water"thiskindofthings,howca nnotdrinkwaterlikethis?Wateristhesourceoflife.Butby theanswerthatheresaid"water"istheword"water"itself,rat herthantheestablishedwhattheword"water"toreferto.Here isdeliberatelyrupturesignifierandthesignifiedof[2].This meanstheuseofthenumberoftimesisverymuchinbrainteaser s,suchas"fromonetotenthousand,howmuchtimecanyouusea ?-upto5seconds,10000.The"subjecttomisleadanexam,let apersonthinkfrom1to10000,needtowritealltheNumbersare out,andtheactualmeaningofthebrainteasersjustafter1pl usfourzerowriting.Puzzleclassbrainteasersoftenalsodistort edsemanticshaspointedout,suchaspuzzlesinthenameofexam ple:"whatisthefastestwaytoturniceintowater?-getrido fthetwopoints."The"ice"and"water"herereferstoareChine secharactersitselfratherthanitsconventionalgenerationrefe rstothethings.Referringtotheclassofbrainteasersalsover ynotsuitableforteachingChineseasaforeignlanguageclass, butthepointisnotthesameassemanticclassbrainteasers.Su chbrainteasersnotappropriateinterpretationofthecorrespond ingknowledgeofmodernChinese,butabsolutelyistheaceofact iveclassroomatmosphere.Suchas"thePacificmiddle?-''flat''w ord."Mustguessof"water"isnotafew,aftershowingtheanswe r,althoughcanawakentostudents,understandtheuniquecharmo fChineseclassroomrelaxedactiveatthesametime.Fivesemantic pointtokindsofbrainteasersSemanticdirectionreferstothe syntacticstructureofacomponentwiththeothercomponentsont hesemanticrelationshipbetween,sometimes,thesemanticrelatio nswithsyntacticrelations,sometimesinconsistent.[3]intheb rainteasersoftenusedincombinationofthestructureisnotdi rectlyonthesemanticsoftherelationshipbetweengrammaticalc omponents,namelythesemanticrelationshipbetweenthedirectco mponent.Suchas:"thesinceritymarriedforseveralyears,butdi dn''tgavebirthtoachild,isthiswhy?-birthtotwins.""Didn ''tgavebirthtoachild"canbeunderstoodas"didn''tgavebirth toachild"istheword"birth"pointto"children",canalsobe understoodas"hadmorethanonebaby"then"birth"to"a",and thesecondistheuseofmeaninginthetitle."Ifyoursonborn withonlyonehand,whatwillyoudo?-afraidofwhat,thereis alefthand.He''snot,"Brainteasers,asakindofverbalcommuni cationisveryconducivetotheuseofsuchmeans,askwhenoral topiccangrasptheweight,itwillinduceanexamcan''tcatchth erightanswer.Anexampleabove,forexample,willbe"a"isrea d,stress,andthengotothe"righthand"intentionallyconceale dtheexistenceofthe"right"feeling,misleadingrespondentsse rveas"onlyonehand."it''simportanttonotethatnotallkinds ofbooksaresuitablefortheintroductionofteachingChinesea saforeignlanguageclassroom,suchastheinterpretationofsuc habrainteaserscanleadtostudentsastray,Chineselanguage, asakindofparataxisgrammaritselfisnotobvious,andsomeof thesebrainteasersambiguityisafar-fetchedimplication,inte achingforeignstudentsChineselanguage,theuseofsuchbraint easerisreductionfornumerous.6structuralambiguitybrainteas ersanditsapplicationLinearcombinationoflanguagestructuree xiststhephenomenonofambiguity,willproducemorethanonemea ning,soaskofbrainteaserscanusethistitlestructuralambig uity,inducinganexamtounderstandthemeaningofthewrongway s.Suchas:"thelongestnoseisanelephantinthezoo,whoist hesecondlongestnose?--theelephant""elephant"canhavetwo kindsofunderstanding,onekindisunderstoodasaword,isage neraltermforthe"like"thiskindofanimal,isanotherwayof understandingthe"elephant"asaphrase,thebigelephant.When anexamthefirstunderstandways,willbethinkingabouttheans werinotheranimals,andasktheideaistounderstanditas"bi gelephant",naturallydraw"isnose,theelephant"theanswerto thissimplyfantastic.Or:"thingsawaywhatshouldIdo?-itdo esn''tmatter,therearefourblankmahjong.""Things"canbeunde rstoodasaword,isageneraltermfortheitems;Italsoaphra se,isreferstothedirectionofeastandwest;Andalthoughit isunderstanding"stuff"asaphrase,butreferstomahjongtiles "eastwind"and"westwind"inthetwoCARDS.Inaddition,thet hemeof"off"alsocontainstwomeanings,onemeanslostitems,a notheristopointtoobjectsfalltotheground.Interestingis quitealotofChineseasanativespeakersawthistopictogues stheanswerfor"thingsoffwillpickitup",becauseofthesub jecttounderstandinorderto"somethingfellonthegroundtod o".ThelinearcombinationofChinesestructuretherearealoto fambiguity,structuralambiguityclassbrainteasersisanexcell entmeansofhelpunderstandtheChineseambiguity.Havestudents will"soon""immediately"understandingintoimmediately,which isaffectedbythemodernChinese"word"spoilthebondageofthi nking.Structuralambiguityoftheclassofbrainteasersriddle andmystery,respectively,usingthekeyasthemeaningofthewo rdandthemeaningoftheword,soyoucanexplain,alongwithal lthemorevivid.Use7poetryclassbrainteasersanditsapplica tionThiskindofbrainteasersuseofuseisfamiliarandpoetry, buttheyareallusingpoetryanddirectuseoftheliteralmean ing.Whentoteachstudentsaboutsuchbrainteasers,shoulduse masterthesepoemsandatthesametimetohelpstudentstounder standthecorrectmeaninganduseoftheenvironment,tousehas beentaughtpoetrycanusesuchbrainteasersmaketheteachingm oreinteresting.Suchas:"thetenthesetenNumbers,whichisthe mosthard-working,whichthelaziest?-thesecondmostfrequent ly,www.dwqiwn.comwww.hndamk.comwww.guanran.netthemostlazy,b ecause''aswellbehangedforasheepasalamb"."thissayingme ans:eithernotdo,dothe''rewantingtodointheend,isrefers tothethingssinceopeningthefirst,mustinsisttodoit.The brainteaserstodirectlyaccordingtotheliteralmeaningtoun derstanditas"a"donothing,neverrest,"two"tolearnthata themostlazy,twothemostdiligent."Whereisthesourceofthe YellowRiver?-----heaven,becauseoftheYellowRiverwaterh eaven.""Haveyounoticedsideseswaterheaven"islibai"inthe firstsentence,aftertellstudentsthepoemyoucanaskthebra inteasersactiveclassroomatmosphere,alsohelpstudentsincrea seinterestinlearningChinese.Duetothelargenumberofexiste nce,dailyuseandpoetryinsuchcollectionofbrainteasers.In theprocessofusepoetryteachingChineseasaforeignlanguage ,manystudentswillmakemistakeswiththesebrainteaserswayof building,isliterallyasuperficialunderstandingofmistakes. Thiskindofstudentswithmorebrainteaserscanleadtoputthe cartbeforethehorse,justremembertooriginally,becamenoto nlytograspright,toknowwherethewrongagain,wouldbetanta mounttoincreaselearningtasks.Sothisuseofbrainteasersco nditionistough,literal-mindedmistakeinstudent,hasexplaine dbybeforealreadyfamiliarwiththeuseofpoetrybrainteasers tocausetheresonanceofthestudents,asthenameimpliesofa voidbyallmeanswhenlearningChinese.Suchas:"howcanmaket hehouseclean?Immediately-closeyoureyes,becausefarfrome ye,farfromheart."Justasitsnameimpliesis"justdidn''tsee it,isbelievedtobeclean",actuallyreferstotheheart,but thereisnowaytohavetoputasidewhatever.8contextclassbra inteasersanditsapplicationSuchbrainteasersusewordsunderst oodtorefertothespecificcontextofthesentencetype,throug htheredundancy,thecontextofafalseorincomplete.Contexti snotgiven,butchoosea.Peoplefirstchooseisprocessinginfo rmationisassociated,ortheywillnotbothertodealwithit,a ndthentrytochooseawaytomaximizetherelevanceofcontext [4].Morethan8.1contextenvyclassContextfalse,falsecontext canmakemisunderstoodspeaker''soriginalintention,inthebrain teaserscontextthatisindependentofthecommonlyusedmethod istogivealotmorethantheenvyofthecontextmakestheorig inallysimplequestionandanswereasilybecomecomplicated.Such as:"failureisthemotherofsuccess,that''success''is''fail''? -antonyms."Accordingtoriddlethegiveninformation"failure isthemotherof"success","success"arethe"failure"ofthec hild.Buttheansweris"success"istheantonymof"failure",th isisthefirsttogivefalseinformation,peoplealwaysaccordin gtothecontextthatinformation,sothatitwouldbewrong.Also isourcommonto,andalmostforthefirsttimecanbemisleadin g,throughalargeamountofirrelevantinformationinterference, inducesanexamdeviatingfromthecallertherealinformation. Suchas:"xiaoMing''smotherhasthreechildren,theeldestishe avyhair,oldtwocalltwohairs,theyoungestson''sname?-name isxiaoMing."Envyofcontextualinterferencecancausehasnot hingtodoforanexam,andthelackofcontextmakesriddlewith commonsensedon''tunderstand.8.2lackofcontextThiskindofth esolutionistolackofbrainandturnthecontextofthecomple te.Suchbrainteasersthemeseemswww.dgalbuy.comwww.jion8.net counter-intuitive,usuallybecauseitdeliberatelytosomeofthe context,makesthetopicseemsincredible,letanexammaynotb ethesolution.Suchas:"asnailclimbfromthexinjianguygurau tonomousregiontothehainanprovincewhy?Justthreeminutes-- ituponthemap.""Snail"iswellknownas"slow",saideventh eplanefromxinjiangtohainannortothreeminutes,solookstr angeriddle.Andplacesonthemapdistanceismuchsmaller,ift hemapissmallenough,thesnailcanevenneednotthreeminutes .Riddleinaspecificcontextisneededtosetup,andaskdelibe ratelyhiddenitinriddle,presentsanexamakindofabnormal, andthenbyanexamtofindthemissingcontext,addedtomakeit becomethenorm.Contextclassbrainteasersandutilizationist hemindsetofpeople,buttheChinesebrainteaserswilldependo nthecharacteristicsoftheChinesetobuildafalseredundantc ontext,suchascontextenvymorethaninallcases.Ortheuseo fhanethnicculturalknowledgeasthecontextoftheproblem,suchas:"whydidpharaoh''shorsescaneatLaozhang''shomelike?--becausetheynextchess."Suchbrainteasers,ofcourse,moreisdivertattentionfromthepeopleofallcountriesareuniversal,suchas:"therearethreechildreninmorra,ascissors,astone,acloth,threepeoplethereareafewfingersexcuseme?-60"aboveall,SuggestionsonteachingChineseasaforeignlanguageclassroomteachersshouldtakeintoconsiderationthechoicerelatedbrainteasersandknowledgeofChineselanguageorculture.InChineseasaforeignlanguageclass,brainteaserswillnotbethemainbody,isonlyonekindofauxiliaryteachingmeans,thebrainteasersandusemustbesimpleandnoteasytocauseambiguity.Brainteasersteachingismorecomplex,atpresenthadstillnotofficiallyenteredtheclassroomteaching,butthisisspecialandcommonChineselanguagephenomenonhasimportantsignificancetothesecondlanguageacquisition,isabletoprovidecertainhelp.Throughtheaboveanalysis,wecandrawareferenceinteachingChineseasaforeignlanguageproperlybrainteaserscancompareininterpretationofmodernChinesehomophones;Eachcomprehensivegraspofpolysemouswordmeaningsandtheuseoftheirenvironment;Atthesametimegrasptherelatedwordsintheformofcontact;Tohelpstudentsbetterunderstandthesemanticambiguity,differentiation,improveChineseaccomplishmentofstudents;MaketheinterpretationofstructuralambiguityinChineseismorevivid;Avoidmeans,asthenamesuggeststhephenomenon;Letthestudentsknowtheimportanceofcontextandotherrelevantcontext,helpstudentsformthehabitofthinkingcarefullyinthereading.Inaddition,themostimportantthingistodevelopstudents''interestinlearningChinese,bybrainteasersandpragmaticskillsthroughthiskindofwordstofeelChinesephonetics,vocabulary,grammarandpragmaticcharacteristics,feeltheuniquenessofChinesecharacters,waysofthinkingandcharacteristicsofthehannationality. |
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