A Study Of The Multi-Modal TCSOL Classroom Teaching Of Chinese Idioms

Chinese idioms are fixed phrases with short forms and special meanings formed in people’s daily communication.It has always been the focus and difficulty of teaching Chinese for speakers of other languages.The multi-modal theory emphasizes the full use of multiple modal resources symbols and teaching tools to assist teaching.By shaping authentic cultural and situational contexts to engage learners’ multiple sensory channels,it can help to solve the current difficulties in teaching Chinese idioms to the middle and senior level foreign students.Through the investigations into the current situation of the teaching of Chinese idioms in junior and middle class,the main problems that were investigated included this aspects: under-emphasis on teaching and learning,inadequate teacher preparation and delivery,single teaching methods and tools of lessons,lack of teaching and learning resources,lack of attention to teaching,offset teaching objectives,which lead to errors in the acquisition and use of Chinese idioms by international students in terms of phonology,semantics,grammar and pragmatics.This thesis firstly exemplified the role of common types of modalities and symbolic resources in teaching Chinese idioms,and the five principles of diversity,effectiveness,economy,adaptability and complementarity are proposed for the selection of modal resources.This is followed by four strategies: multi-modal symbolic resources to coordinate teaching,multiple teaching methods to support teaching,multiple interactive methods to facilitate teaching and synergistic development of multiple intelligence.Combined with the above principles and strategies,this thesis discusses and exemplifies the implementation paths of combining the two from the perspectives of idiom types and teaching sessions.On this basis,the paper presents a multi-modal teaching design and practice of Chinese idioms for foreign students with intermediate to advanced Chinese language skills,starting from specific teaching contents.It also discusses in detail how to apply multi-modal symbolic resources in teaching idioms,shows the practical process from pre-class preparation to in-class application to post-class reflection,and uses various evaluation methods to test the effectiveness of its application.The application of multi-modal theory to the teaching of Chinese idioms has its unique advantages,which has been effective in enriching teaching methods,creating idiomatic situations,promoting sensory synergy,stimulating learning interest and enhancing learning effectiveness,basically achieving the teaching objectives of Chinese idioms and solving the difficulties in teaching idioms to a certain extent.