Comprehensible Input From Various Aspects In Teaching Chinese As A Second Language

Second Language acquisition research focus on the relationship between language input and second language acquisition. American Language educators in Second Language Acquisition Krashen made a thorough study, and in the 1980 s made five hypotheses, which "Input Hypothesis" is the core. In recent years, as the career of teaching Chinese as a second language is growing the study of Chinese language teaching in classroom practice is also deepening. This article discusses how to give foreign students comprehensible input in vocabulary, Chinese characters and culture area, which helps students getting plenty of language stimulation. Semantic field theory put vocabulary into a system according to the meaning of words and establish a vocabulary network. Then new words integrate into the network and the system continues to be strengthened. Eventually students can learn a foreign language. Chinese characters formation theory researched the justification of the structure of Chinese characters and advocated teaching Chinese Characters based on science, rather than blindly interesting pursue. The cultural memory theory explored for a cultural identity in the group. Chinese culture is profound so Chinese teachers should lead students to feel and experience the Chinese culture memory rather than simply staying in the introduction of surface phenomena.The main topics selected different methods including reference, classification, comparison study and investigation. The article hackle meaning,methods and concrete form of language input and discuss language input problems in Chinese teaching roundly based on vocabulary, Chinese characters, Chinese culture teaching. The article is composed of five parts. The first part describes the main topics of reason, purpose, thought, significance and literature review. The second part introduces the theoretical basis of comprehensible input, including Krashen’s Input Hypothesis, semantic field theory, Chinese characters formation theory and the theory of cultural memory. The third part tells the front-end analysis of comprehensible input, including teaching targets and techniques, teaching needs and content, the analysis of learners. The fourth part is the main body of the article, telling how to give student a great quantity of comprehensible input in the classroom teaching in order to the classroom content classification. The semantic field theory guides the vocabulary teaching; Chinese characters formation theory guides Chinese teaching; The cultural memory theory guides Chinese cultural Teaching. This part introduces the strategies of connection between theories and Chinese teaching practice. Section V provides a brief description of the classroom presentation comprehensible input, such as writing on the blackboard and power point. Section VI presents the limitation of input hypothesis its own. The last part is conclusion.