A Study On The Teaching Of The Comprehensive Teaching Of Chinese As A Foreign Language

Since the Chunk theory was put forward,it has been paid more and more attention by linguistic field.From the perspective of linguistics and psychology, scholars studied and analyzed its ontology, and then applied it to teaching.Chunk teaching was put forward in the 1990’s, but it is necessary to explore how to use chunk teaching method in the elementary comprehensive course of teaching Chinese as a foreign language.Scholars at home and abroad put forward their own views about how to define the chunk since chunk theory was put forward.Based on the actual primary comprehensive course of teaching Chinese as a foreign language, the chunk can be defined as a kind of speech unit which is bigger than one word prefabricated and relatively structural fixation.This kind of speech unit has obvious semantic features,is selective in terms of different contexts, is easy to extract from and memorize in language teaching and is easy to extract from and express in verbal communication.According to the language acquisition order which is from recognition to memory,and then to application,chunk has three distinct characteristics in the three aspects of composition, teaching practice and verbal communication ability.Chunk can be divided into different types in terms of the ability to completing a sentence,composition and expression form.On this basis, in Developing C7zme,ye(elementary comprehensive course I),chunk can be divided into five categories:set speech,blank filling,combination, co-occurrence and match.Among them, the two types of set speech and blank filling include the most chunks in the teaching material, the amount of 100 and 104 respectively.The two types are both chunks of sentence level which can be directly expressed after processed.This provides the reference and convenience for the chunk learning of teaching Chinese as a foreign language which is in the primary stage.The specific practical steps of applying chunk teaching method to the teaching practice of primary comprehensive course of Developing Chinese are as follows:First of all, according to teaching material’s arrangement and the contents’characteristics of Developing Chinese (elementary comprehensive course I), combining the chunk table,the application range of chunk teaching method is limited into three aspects:new vocabulary teaching, grammar teaching and discourse teaching, and put forward concrete teaching design thinking combining with the characteristics of each type of chunk.Secondly, according to the teaching design concept,design a teaching experiment lasting for two and a half months, the results showed that the experimental group which had taken the chunk teaching approach got more obvious improvement in their grades than the matched one which had used the grammar translation method.Compared with the traditional grammar translation method, chunk teaching method in second language teaching has its advantages,but still has its limitations, the key lies in the flexible use according to the specific teaching contents and objects.