Investigation And Analysis Of Idioms Learning Of Laos Chinese Students

The articles collected Chinese idiom from the textbook name "Chinese", which appeared338cases of the materials. Idiom for ethnic Chinese students learning and teaching were investigated. Based on student learning and teaching conditions survey results, analyzed the way to developed and improve students learning Chinese idioms and promote localization teaching of Chinese.The article used the questionnaire surveyed Savannakhet Province Laos for Zonta School, Public School overseas Pakse, Oudomxay Province North of Lao Middle School and Mitthaphab Schools.80Chinese students took part in this survey. To investigate the situation for the student’s learning Chinese idioms, interviews, statistics and other quantitative and qualitative analysis.The results show that:firstly, ethnic Chinese students are rather vague or unclear about the definition of the idiom. Secondly, learning idioms each grade has its own characteristics, like the extent and grade students idioms inversely proportional to realize the importance of learning idioms. Thirdly, students learn Chinese idioms relatively simple way, most of the teachers in the classroom teaching idioms do not shy away, but the teaching of idioms only stay in recognizing and reading, writing and explain the semantics. Fourthly, the greatest difficulty in the idiom of students during use, the pragmatic aspects encountered is the lack of knowledge of idioms cannot accurately grasp the scope of use of idioms, with special emotional and idioms; then the semantic understanding of idioms deviation students are susceptible idiom literally, while ignoring the overall semantic idiom. Finally, although Chinese students, Chinese is the mother tongue of the students, but in the process of learning idioms, idioms or grammatical acquisition would be the first language of Lao language influence.The articles found out the ethnic Chinese students learned idiom problems, based on the suggestions and put forward the corresponding countermeasures:Firstly, teachers should pay attention to teaching idioms and improve students’ ability to identify idioms. Secondly, students need to improve the ability of derive semantic idiom. Note the different semantic categories and guide students to use the idiom dictionary for learning Chinese way. Thirdly, students idiom clear grammatical structure. Finally, though the situational approach, comparative pedagogy, pedagogy and cultural context of teaching, guiding students to master the idiom of pragmatic rules.