On The Morpheme Teaching Chinese As Foreign Language

The lexicon teaching, which is one of the important contents of TCSL classroom teaching, is the precursor of carrying on teachings such as text, grammar and Chinese character etc. To the foreign students, the amount of vocabulary influences their normal communication directly and it's the important sign of measuring their Chinese level as well. Therefore, both the teachers and the learners urgently need to find out an efficient road of the lexicon teaching. The writer thinks that the Morpheme Pedagogy is just a good method of "carrying on the teaching followed the original appearance of Chinese language", and it's an efficient lexicon pedagogy which is proved by practice and deeply welcomed by the teachers and the students. The theories and practices of Chinese Morpheme Pedagogy is a topic that is worthy to investigate in the field of the international Chinese teaching.Taking a comprehensive view of TCSL lexicon study and teaching in the recent several decades, we find that although it gets behind with the grammar and phonetics, it gains more and more attention from the people as an important part of the language teaching. The field of TCSL, surrounding how to raise the teaching efficiency, made great efforts on exploring the new teaching patterns and methods. Especially on introspecting the teaching roads, many scholars set out from the characteristics of Chinese vocabulary and emphasize the importance of the morpheme teaching while exploring the way of thinking and method of the lexicon teaching. The high attention to "morpheme" or "character" is gradually becoming a current whether in the linguistic field or in the TCSL field. The scholars actively investigated the Morpheme Pedagogy from many aspects such as the moumenon of Chinese vocabulary and students acquisition, obtaining a certain result. However, researches on the Morpheme Pedagogy still need to go deep into further and the exploring of carrying on teaching practices that combining the concrete textbook is especially weaker. Therefore, this paper attempts to permeate the theory of the Morpheme Pedagogy into concrete teaching practices and explorating the Morpheme Pedagogy further.This paper points out the importance of lexicon teaching at first, and then on the basis of the former exploration on the efficient way of lexicon teaching, particularly the active exploration on the Morpheme Pedagogy, systemly discusses the theory and practice of the morpheme teaching, and studies the Morpheme Pedagogy combining the teaching practices during more than one year. Taking the textbook we ever used " practical intensive Chinese "(book 4) (writed by Tian Haohao and Shi Mingli[British], Shaanxi Normal University Publishing House in August 2002) as the example, we specifically show that under the background of "word-based" as the mainstream of the current domestic TCSL field, the teachers how to change from passive to initiative, make full use of existing textbooks and materials, and positively permeate the theory of Morpheme Pedagogy into theteaching of vocabulary, Chinese characters and other linguistic elements, so as to enhance the effect of the lexicon teaching. We hope that our exploration will make a bit of supplement and advancement to the Morpheme Pedagogy of TCSL, give some help to the first-line TCSL teachers.The full text is totally divided into six chapters to carry on the discussion: Chapter One is the preface, which mainly explains the origin and significance of the study, the way of thinking and method of the study, and straightening the present studying condition of the lexicon teaching during the recent several decades, involving the pedagogy of "word-based", the pedagogy of "character-based" and the Morpheme Pedagogy under the perspective of improving the effect of lexicon teaching. From the angle of linguistic moumenon, chapter Two studies the relationship between Chinese character and the morpheme, word formation, the relationship between the meaning of morpheme and the meaning of word, and the Morpheme Pedagogy. Chapter Three introduces the basis and meaning of implementing the Morpheme Pedagogy. Chapter Four specifically displays the Morpheme Pedagogy teaching combining the writer's teaching practices. Chapter Five points out and prospects the problems that should be payed attention to while implementing the Morpheme Pedagogy. Chapter Six is the conclusion part, which points out the practical and theoretical value, the shortcomings of our study, and the foreground for further study.