Collocation And Foreign Chinese Teaching

The intermediate Chinese teaching, a bridge linking the elementary and the advanced Chinese teaching, takes the responsibility to expand from a word to a phrase and a phrase to a sentence. Therefore, it is very important and meaningful to research on the word combination and its application in teaching.Word combination in this essay refers to the broadest definition instead of the narrowest one, i.e., restricted combination, which was put forward by Firth, leader of the London School. From the angle of Teaching Chinese as a Second Language and also considering the structure of a phrase, either fixed or not, this essay divides the word combination into four categories: free combination, semi-fixed combination, fixed combination and Liheci. Without considering the word coexistence in the context which is the field researched by Halliday and Hasan, the syntactic dimension is underlined in this paper.. The data are from various sources, the textbook——BRIDGE : A Practical Intermediate Chinese Course (Book One & Two), the mistakes students made in their papers, daily talk and their compositions, as well as questionnaire collected from the Japanese and Korean undergraduate studentsThe nature of the word combination is its meaning. Besides the basic grammatical meaning, it is important if the conceptual meaning and the rhetorical meaning combines. This essay investigates the word combination in the perspective of grammatical meaning, conceptual meaning and rhetorical meaning. The harmonious function of the phonetic elements to the word combination is also referred to.The characteristics of the four word combinations are analyzed. The meaning of the word in free combination fulfils in the combination while the combination makes it out. Semi-fixed combination consists of prepositional structure, fixed structure and the conjunction which appears in the same sentence. The fixed structure and a few changeable words are the characteristics of the semi-fixed combination, in addition, the structure also selects the words. The fixed combination is composed of idioms,colloquialisms and phrases. As the written language, idioms have the characteristics of historic usage, meaning as a whole, fixed form and harmony in rhythm; as spoken language, colloquialisms and phrases have fixed form and vivid appearance. Liheci takes the form of"a word combined, a phrase separated"and definite extension.An investigation spanning 3 semesters on word combinations is made on 5 stages: freshman, sophomore first semester, sophomore second semester, junior and senior. The data provides a scientific backing for the word combination teaching in Grade 2. On the whole, the acquisition of Liheci and free combination are above average, especially that of Liheci is the most satisfactory; whereas that of semi-fixed combination and fixed combination are below average, the acquisition of semi-fixed combination are lower than that of fixed combination in Grade 4. The reason is three-tiered: whether the textbook and the teacher have provided enough correct input, whether the students have had enough output opportunities under teacher's monitoring, whether the interaction between the teacher and the students is enough and high-quality.The Practical Modes are designed under the guidance of Professor Wang Dechun's constructive foreign language teaching theory and the word combination theory. Instead of the innovation, the norm of word combination is more emphasized. During the process of"text——word combination explanation——dictation——exercise——additional exercise", the teacher ensures that the students get sufficient standard input while having enough output opportunities under the teacher's monitoring. The interaction between the teacher and the students is efficient and effective.The designing of the Practical Modes is an attempt to contribute to the application theory of Chinese as a Second language teaching. This essay also complements the theory of word combination in Chinese as a Second Language Teaching. The Practical Modes provide the theoretical proof and reliable parameters for teachers to design reasonable and effective teaching modes. The research done by this essay is helpful in areas ranging from textbook writing to classroom teaching in Chinese as a Second Language Teaching.