A Study Of Constructing A Country-specific Word List For Primary Chinese Teaching In Thailand

As a great cause of the country and the nation,Teaching Chinese to Speakers of Other Languages in our country has begun to appear new trends of nationalization and refinement in the process of its continuous deepening development.The formulation of a nationalized "word list for teaching Chinese as a second language" is a very important research work for Teaching Chinese to Speakers of Other Languages,which directly affects the compilation quality of Chinese textbooks,the compilation of dictionaries,and the formulation of related vocabulary outlines and teaching tests.The formulation of a nationalized "word list for teaching Chinese as a second language" should not only consider the "what" and "how to teach" questions for foreign Chinese learners,but also pay attention to the needs of Chinese learners in the actual communicative environment.This research attempts to start from the actual communication needs of Chinese learners,closely follow the trend of "nationalization" and "refinement" in international Chinese education research,and follow the principles of communicativeness,pertinence and flexibility,and initially explored for beginners in Thailand.The formulating method and content of the vocabulary for teaching Chinese as a foreign language for Chinese learners.The main sources of Chinese corpus used in the research are: "Chinese Proficiency Vocabulary Level Syllabus" issued by the National HSK Committee,"International Chinese Language Teaching General Curriculum Syllabus" issued by the Office of the Leading Group for the International Promotion of Chinese Chinese,and "HSK Chinese Proficiency Vocabulary Level Syllabus",BCC dynamic circulation corpus of Beijing Language and Culture University;the main sources of Thai language corpus are: Mary R.Haas 1000 Thai Frequency List,Chula 5000 Thai Frequency List of Chulalongkorn University,Thailand.The research adopts a comprehensive and integrated research method that combines "qualitative" and "quantitative".It uses Chinese corpus α and Thai corpusβ to alternately overlap and screen,and combines the characteristic Thai words and words in the two textbooks "Happy Chinese" and "Great Wall Chinese".Intervened by Chinese teachers in Thailand,and finally got a country-specific vocabulary for primary Chinese teaching in Thailand.The vocabulary is composed of three modules: Chinese basic vocabulary,Thai high-frequency vocabulary,and Thai characteristic vocabulary.A total of 1,058 words are collected,including 879 words in the Chinese basic vocabulary and 615 words in the Thai high-frequency vocabulary.The Thai Characteristic Vocabulary has 44 words.In order to investigate the current situation of Chinese vocabulary teaching in Thailand and formulate an auxiliary vocabulary,the research designed a questionnaire survey on Chinese vocabulary teaching in Thailand and conducted relevant data analysis.According to the survey results: overall,97.22% of Thai Chinese teachers responded there is a need for nationalized and staged Chinese textbooks.54.17% of teachers have encountered mixed use of textbooks in different stages.From the feedback of teaching,students have a positive attitude towards Chinese vocabulary learning,and the main difficulty in teaching lies in the communicative use of vocabulary,Collocation and word memory.For the teaching of Chinese in Thailand,the overall vocabulary selection at the initial stage should be ≤ 1,500 words.The appropriate vocabulary teaching time for each lesson is 10-20 minutes,and the amount of instruction is 5-15.