On The Differences Between Thai Chinese Teaching And Chinese Teaching In China From The Perspective Of Psychological Vocabulary

Mental lexicon was first proposed by linguist and psychologist Treisman, and has been applied in the field of linguistics. In recent years there are more and more researches about "mental lexicon", plenty of Chinese scholars have been doing comparative studies between students who study Chinese as a second language in China and Chinese students in Mental lexicon,which can lead us to finding out and summarizing the characteristics of mental lexicon characters in China. Based on those, Chinese international education can be fulfilled and promoted. Meanwhile, this will also provides teaching reference to workers engaged in Chinese International Education, so that language teaching can be more smoothly and efficiently. Based on Chinese students’mental lexicon, this study discusses the different characteristics of the Chinese mental lexicon in different learning groups by comparing students who study Chinese as a second language in China and Thailand students in Mental lexicon Consequently, reveal some reflections and revelations made part of Chinese teaching in Thailand.Currently, Chinese teaching both at home and abroad get increasing attention, a large number of students come to China to study Chinese, at the same time, China has also been sending Chinese teachers go abroad in variety of ways, such as volunteers, official teachers, some intermediaries Chinese teachers project outward transport etc, in order to meet worldwide demands for Chinese language learning. However, the differences between domestic Chinese teaching and Chinese teaching abroad is obvious and inevitable. What are the differences exactly? How we should solve the problems? Those are the problems trying to be solved in this essay. In the past.a great deal of scholars studied practical theories about Chinese teaching, while the content on vocabulary teaching is relatively less, which made fewer references.but also it enables the author to find some issues. By one year practice teaching in China and in Thailand, the penster find that, in the field of Chinese teaching,there are huge differences between Chinese teaching in China and in Thailand. After the survey, the penster find that students even in the same condition still have different learning results. In addition to the situation of Chinese students.Given to all the information above, we get some enlightenments on how to improve Chinese teaching techniques. On the condition of less Chinese environment, Chinese teachers in Thailand need to provide more Chinese context. In this way, the students in Thailand can get a real Chinese context any way. Chinese teachers should stimulate learners’ ability through repeated practice with some effective ways, such as methods I called "Juechufengsheng", "Yangchangbiduan", "Shenruqianchu". With Chinese teachers’ guide, help learners build effective system of Second Language Mental Lexicon. Building an effective system of Second Language Mental Lexicon needs to continuously stimulate the learners’ imagination and memory repeatedly, improve the sensibility to the language and cultivate communication skill. At the same time, such a memory network, also makes the learner to automatically identify and classified the Chinese words, easier to grasp the laws of learning Chinese, but also help Chinese-learners to-achteve the purpose of learning the Chinese language, only in this way, Chinese vocabulary teaching can achieve better results.