A Study On The Common Language Of Four Characters In Teaching Chinese As A Foreign Language

Recently the lexical theory has also been focused by the study of teaching Chinese as a second language. The researches show that a large number of Chinese lexical chunks can help to improve Chinese learners to express accurately and fluently.Since there exists mass of four-word common used collocation as lexical chunks, in which the internal components share a high co-occurrence rate and possess certain stability. The form, meaning and usage are all stable thus usually presented in complete form for the sake of overall cognition and memory. Based on a brief review of the previous studies on lexical chunks and the research for495four-word common used collocations chunks from the Grade Outline of Chinese Vocabulary and Character, the Vocabulary Hierarchies of International Chinese Education of Syllable Characters, and Chinese Listening and Speaking Course (a&b), this study has divided four-word common used collocation into five categories: highly frequency collocation of lexical chunks, framework of lexical chunks, orderly lexical chunks, simple sentence chunks and sentence group chunks. Some relative investigations and references about Chinese learners to use four-word collocation are also conducted so as to prove that it can actually provide a scientific and practicable teaching. Through the above study, this text will discuss the educational value of four-word common used collocation and put forward some correlated teaching comments and strategies, including the prime interpreting, to establish the consciousness of common collocation during teaching, and to pay attention to different teaching manners when the output of learners’chunks and learners grades are being diversified. Finally the author hope that this study which is mainly discussing about four-word common used collocation will be taken seriously by the teaching Chinese as a second language, as well as a hope for a thorough study on language chunks in the teaching theories for teaching Chinese as a second language.