The Discussion On Meaning And Teaching Method In Teaching Chinese As A Foreign Language

Recent decades, more and more researches on Chinese and its'meaning were done by the specialists in different areas and specialties. The teaching of Chinese as a second language, as well as a specialty, formatted only in recent years. Its base was still relatively weak and academic researches were not deeply enough. Seen from the history of research in teaching Chinese as a second language, teachers and researchers placed more emphasis on grammar teaching, and to some extent neglected more or less on the importance of vocabulary teaching, that made the teaching and research on vocabulary became as the weakness part in the entire process of teaching and research. To truly learn Chinese by the foreign students, what they could only do in steps were, firstly, acquainted the basic grammatical rules of Chinese, then there should be lots of vocabularies learned as a basis particularly, and should comprehend the different meanings of common words for their functions and usages. The language and grammar could only strengthened and grasp by mastering the vocabulary which was the only entity of a language. Foreigners who learned Chinese should have such experience, the Chinese vocabulary is the most complicated and important part in the entire learning process, you need to grasp every word's usage while study Chinese word by word, ultimately to master it over time. Vocabulary words were also known as one of the most important foreign language teaching contents which needed to spend lots of time and energy to fully prepare and perform to meet the foreign language teaching objectives and targets. Idioms played an important role in the vocabularies, which were not only the embodiment of Chinese culture and history, but also the key in teaching foreign language by using Chinese as the second language.During the teaching process of teaching Chinese as the second language by the author, the Chinese idioms seemed as the most difficult parts in teaching, which means that lots of mistakes and misunderstandings were made during the study and using, the foreign students cannot understand and mobilize the idioms appropriately. The author cited a number of distinctive idioms as the example which according to the source, characteristics and classification, in order to analyze and explain the characteristics and importance of idioms in an appropriate way. At the same time, to summarize and analyze the research outcomes on teaching in Chinese as the second language and the teaching on idioms, and combined with personal experience in teaching idioms on general teaching principles and methods in order to find out the reasonable principles, methods and critical thinking capacity in teaching Chinese idioms as the second language. The teaching quality can be consummated and improved in teaching Chinese idioms as the second language both with amplification the integrations of teaching methods and with positive attitude. The author try to emphasis and explain that develop a progressive and complementary teaching model is the important process in teaching Chinese as the second language by using the examples idioms teaching.