Chinese Chunk Teaching In Teaching Chinese As A Second/Foreign Language

During recent years, a heated discussion about formulaic language (chunk) has sprung up among various studies of second language acquisition and second/foreign language teaching, meanwhile some valuable research achievements have been obtained in the field of English teaching and chunks gradually attract attention in CSL/CFL teaching field. The advantage of Chinese chunk teaching has been theoretically affirmed in the majority of domestic research, and some scholars are trying to classify all the Chinese chunks, while hardly focusing on Chinese chunks' teaching practice. In our study, Chinese chunks'classification, teaching consciousness inspection and teaching design will be discussed.First of all, the classification of Chinese chunks will be specified and improved. According to teaching requirements, "immediate chunk" will be brought forward. The characteristics of pertinence, freeness and temporal effectiveness will be explained and four immediate chunks'categories, different-language type, period type, language-content type and requirement type, will be classified according to the learners and teaching contents. Meanwhile, the lexicalization degree of Chinese chunks will be evaluated and arranged from the highest to the lowest based on the standard of "variability", and chunks existing in the official guide book for Chinese level will be analyzed and collected.Secondly, some questionnaires for CSL/CFL teachers are delivered and interviews on Chinese learners are conducted in order to understand both teachers' and students'perspectives of Chinese chunk teaching. The chunk consciousness of compilers conducted in teaching materials will be analyzed from the new word list and exercises in two typical textbooks.Finally, based on the classification, lexicalization degree and the results from questionnaires and interviews, the teaching design of Chinese chunks will be carried out. The relationship between chunk teaching and traditional lexical approach and grammar-lexicalization teaching will be discussed. The function that chunk teaching making tradition teaching staged in different levels and connected with former and latter teaching part will be put forward as well as the positive effect on Chinese learners. The promotion of Chinese chunk concept and improvement of Chinese chunk teaching practice will be reaffirmed. The principle and content of Chinese chunk teaching, including consciousness, recognization, understanding and usage, will be proposed. In addition, the present and practice of Chinese chunks will be described and three basic teaching methods of Chinese chunk including lexical approach imitation, context teaching and grammar teaching methods improvement will be listed. And the teaching suggestions will be raised based on these practices.We are looking forward to seeing more CSL teachers and teaching material compilers focus on Chinese chunks, try to explore chunk teaching methods, strategies, and give further suggestions to teaching material compilation and teaching practice in class.