A Study Of Culturally-loaded Words And Teaching For Advanced Level Chinese Learners

The mastery of cultural factors in languages is an important indicator of the level of language learners.The teaching of culturally-loaded words,as an important entry point for language and culture,occupies an important position in teaching Chinese as a foreign language.In teaching Chinese as a foreign language,the teaching of culturally-loaded words can enable learners to better understand the cultural factors contained in Chinese and thus use Chinese more appropriately and accurately for communication.Meanwhile,culturally-loaded words,as an important part of HSK,are usually the focuses and difficulties for Chinese learners.As advanced Chinese learners have mastered a certain amount of vocabularies and grammar,the requirements for Chinese communication are higher,and the requirements for textbooks and teachers also have increased.This paper combines the "China Panorama" edited by Guo Peng,which is the advanced stage textbook,and takes advanced-level culturally-loaded words teaching as a research object to explore a series of problems in current teaching,and thus enrich the teaching and research of culturally-loaded words in teaching Chinese as a foreign language.This paper is organized in five sections.The first section is the introduction,which mainly discusses the background and significance of topic selection,the current research status of culturally-loaded words teaching,and the innovations of this paper.A statistical analysis of the culturally-loaded words and a comparison between the culturally-loaded words and the cultural contents in the "General Course Outline for International Chinese Language Teaching" were completed in the second section.The types of culturally-loaded words in the textbook were summarized and classified and it can be concluded that the number distribution is uneven and the culturally-loaded words are rich in content but do not reflect the advanced nature of the times.The presentation of culturally-loaded words in textbooks and classrooms was studied in the third section and the main conclusion is that the teaching of culturally-loaded words in advanced Chinese is highly subjective and lacks flexibility in teaching methods.In the fourth section,in order to investigate the learning and mastery of culturally-loaded words of advanced-level Chinese learners,a questionnaire was designed,data collection on the effective recovery questionnaires was conducted,and the problems and reasons encountered by learners in learning culturally-loaded words were summarized and analyzed.The fifth section put forward suggestions from the three aspects of teacher teaching,student learning and textbook compiling for the problems appearing in the teaching of culturally-loaded words and compiled the teaching design according to the actual teaching.