LIU , HANQINGBAHAITHAM , AMAL MOHAMMED2023-07-112023-07-112023https://hdl.handle.net/20.500.14154/68579The teaching of neologism is a hot issue in the international education of Chinese in recent years. It is also a window for Chinese learners to understand the changes in Chinese society and language life. Based on the perspective of teaching Arabic-Chinese neologism, this thesis on the basis of comparing the sources and word-formation methods of Arabic and Chinese neologism since the 21st century, combined with the author's questionnaire survey of students in Arab countries, studies the similarities and differences between Arabic and Chinese neologism through comparative research, questionnaire survey and other research methods, and analyzes the reasons for the differences between the two, Put forward relevant suggestions on the teaching of neologism in Arabic and Chinese. The teaching of neologism is a hot issue in the international education of Chinese in recent years. It is also a window for Chinese learners to understand the changes in Chinese society and language life. Based on the perspective of teaching Arabic-Chinese neologism, this thesis, on the basis of comparing the sources and word-formation methods of Arabic and Chinese neologism since the 21st century, combined with the author's questionnaire survey of students in Arab countries, studies the similarities and differences between Arabic and Chinese neologism through comparative research, questionnaire survey and other research methods, and analyzes the reasons for the differences between the two, Put forward relevant suggestions on the teaching of new vocabulary in Arabic Chinese. According to the research, from the perspective of source, the self-source words and foreign words in Chinese neologisms occupy a certain proportion, while the foreign words in Arabic neologisms are more. In terms of word formation methods, the neologism in both countries have transliteration, free translation, combination of sound and meaning, etc., but the monosyllabic words of Chinese neologism are mostly transliteration. In the form of abbreviations, Chinese abbreviations are more diverse. In addition, through the questionnaire survey, we found that students in Arab countries have the best mastery of words closely related to daily life, followed by words that represent social phenomena, while words with letters and words that represent the state of things are relatively poor. Therefore, considering the differences between Arabic and Chinese neologisms, this thesis believes that in the teaching of Arabic Chinese neologisms, we should take into account the characteristics of the mother tongue of students in Arab countries, first teach foreign words in Chinese neologisms, and then teach the original words in Chinese neologisms, and use the combination of situational teaching method and morpheme teaching method to teach students the semantics of neologism, It focuses on the pragmatic function and emotional color of neologism.38zhChinese neologismArabic neologismneologism teachingThesis