Paper Keywords: primary teaching Chinese as a foreign language strategy

Abstract: Vocabulary teaching is an important part of teaching Chinese as a foreign language, especially in the primary stage. On the basis of teaching practice, this paper puts forward teaching strategies for synonyms, translated words and cultural words by analyzing the key points and difficulties in teaching, and on this basis, expands students' vocabulary.

Vocabulary plays an important role in language teaching. How to quickly and effectively increase the vocabulary of language learners and improve their application ability is a key point in language teaching research. As one of the three elements of language, vocabulary plays an obvious role in language teaching. For teaching Chinese as a foreign language, the importance of vocabulary teaching is also manifested in practicality. Most people just regard Chinese as a tool that is beneficial to their work and study. Therefore, in teaching Chinese as a foreign language, we should attach importance to vocabulary teaching and how to increase students' vocabulary and ability to use vocabulary. Vocabulary in the primary stage is basic vocabulary, and teaching activities should be combined with reality, so how can vocabulary teaching be better?

First, vocabulary teaching should pay attention to the difficulties

(A) translated words

Some teachers are used to translation in order to make students understand vocabulary better. There is no one-to-one translation relationship between some words and foreign languages, so it is impossible to translate them accurately. For example, the main meaning of "busy" in Chinese is "there are many things to do", while the main meaning of "busy" in English is "concentrate on doing something". These two meanings are similar, but they are different. There are still many such problems. How to solve such a problem?

Explain in Chinese and illustrate with examples. When we explain in the target language, we should use what the students have learned to explain. For example, "Know, know", you can ask students "Did you know me before you came to Changchun?" The students definitely answered "No". So, now I teach you Chinese. Do you know me? The student answered "yes" in the affirmative. "Then you can continue to explain" know "."Anna didn't come to class today. Do you know why? "Some students will say' I don't know', and then we can conclude that most of the objects we know are people or things.

(2) Cultural vocabulary

The so-called cultural words refer to those words that directly reflect the unique culture of China. They are the unique and colorful products of China culture and the carrier of recording China culture. In primary Chinese, Tai Ji Chuan, Kung Fu, Peking Opera, Wushu and Sugar-Coated Berry are more common. These words reflect the unique things in China, which are difficult for foreigners to understand and translate, so the best way is to use objects and pictures. For example, "Sugar-Coated Berry", we can bring Sugar-Coated Berry to class and let students know that they are Sugar-Coated Berry. Some cultural words come from allusions, especially holiday words. We can tell them through simple stories, which will help them understand the meaning of these words and the cultural connotation they represent.

Second, synonym discrimination.

Discrimination of synonyms is a difficult point for foreign students to learn Chinese. According to statistics, the error rate of synonyms is above 30%, and most synonyms belong to the primary stage. Synonyms are the key points in both HSK and midterm exams. So how should we distinguish synonyms? Generally speaking, there are the following strategies:

1, synonym. Explain with synonyms.

For example, very-very frequently, suddenly-suddenly, and so on. This method is more suitable for the primary stage, because it is conducive to their understanding.

2. To compare a pair of synonyms, we should start with the meaning.

1) What's the difference between the key points of the basic meaning?

Method-method, the former refers to the procedure of thinking, and the latter refers to the way of doing things. The weight of contrast semantics. Hope-hope, the tone of "hope" is heavier.

2) Compare the range of vocabulary.

"News" and "news" refer to the same thing, but the semantic scope of "news" is much larger.

3) Contrast the concreteness and abstraction of semantics.

"Car" and "car", "book" and "book", the former is abstract and the latter is concrete.

4) Compare the differences of emotional colors.

"Finally-finally" and "finally" are both commendatory terms, and "finally" has both commendatory and derogatory meanings.

5) Compare the differences between the upper and lower parts.

Care (from top to bottom)-Care (from bottom to top), Command (from top to bottom)-Tell (from bottom to top)

3. Compare the usage of synonyms.

Contrast the word form: "about-about", both of which can be adverbs, but "about" can be adjectives and nouns.

Contrastive sentence-making ability: Listening and speaking-it is said that "it is said" can't take a subject, and I can't say "it is said", but there is no such restriction on "listening and speaking".

Contrast occasions: "boss-leader" and "boss" are used in casual spoken language, and "leader" is generally used in more formal occasions.

Contrast word formation ability and collocation ability: a group of synonyms, one of which can form other words and the other can't. "Important" can be said to be "important", while "main" cannot be said to be "main".

4. Contrast the collocation of synonyms

Defining which words can be combined with each group of synonyms and understanding their differences will help to improve the accuracy of word use.

For example, "sightseeing" can be said to be "visiting the Great Wall", while "traveling" can be said to be "visiting Beijing" rather than "visiting the Great Wall". To inspire students to match sentences, teachers should summarize and find out the regular things.

5. Contrast and distinguish antonyms.

When it is difficult to explain clearly once, it is also very effective to distinguish the antonyms learned. For example: complex-simple, monotonous-rich, hate-like, serious-sloppy, beginning-end and so on.

Third, expand students' vocabulary.

Teaching Chinese as a foreign language has its own syllabus and teaching materials, and the syllabus has scientific provisions on vocabulary at all levels, which is the focus of our teaching. However, according to the level and needs of students, the vocabulary should be appropriately expanded. "Lack of vocabulary is the main difficulty that affects students' communication skills in various languages. "Therefore, it is very beneficial to expand students' vocabulary while letting students master the basic vocabulary in textbooks.

(A) contact related words

Introducing new words by using semantic morphemes. For example, we have taught "train tickets", which can be extended to "air tickets, bus tickets and subway tickets". By using this method in teaching, students can know the meaning of these morphemes without finding it difficult to learn.

(B) the introduction of equivalent words

There are many expressions for some common words in daily life, but only one or two words appear in textbooks, and other idioms or proverbs rarely appear. For example, the appearance of "lover" in textbooks can be extended to "husband", "wife", "husband" and "wife". In this way, in real life, students will not feel strange when they hear it, nor will they just feel that there is the word "lover".

Collective teaching

Teaching students to use a morpheme to form words by derivation is also an effective way to expand their vocabulary. For example:

Q, can be combined as: question, hello, question mark.

Learning can be combined into: learning, students and subjects.

References:

[1] Gao yande et al. Investigation report on foreigners' learning and using Chinese [M] Beijing? :? Beijing Language Institute Press? 1993.7

[2] Liu Jin. On the teaching of synonyms in Chinese as a foreign language [J]. Language application 1997( 1).