Idiom Teaching In Teaching Chinese As A Second Language

Since the reform and open policy implentmentted, our country’s comprehensivepower and international status have been significantly improved. People who learningChinese become more and more. Many experts and scholars begin to pay closeattention to the teaching of Chinese as a second language. After the foreign studentsenter into the senior stage, they begin to contact the idiom.Adopting what kind ofmethods to enhance the idiom level of foreign students become the problems ofteaching Chinese vocabulary.This paper can be divided into five parts. The first part of this paper is theintroduction of parts. Firstly I introduce the origin of thesis. Current research is payattention to the study of itself. There are few of foreign Chinese idioms teaching workand academic .Then it introduces the meaning of paper topic selection . In order to letstudents understand and use the idiom well.let the students know the Chinese culturebetter. And then it introduces the research methods of the paper , source andresearching background of corpus.The second part of the paper introduces the necessity ofteachingidioms inteaching Chinese as a foreign language . Teaching Chinese vocabulary is veryimportant and difficult, which can improve the teaching skills of foreign studentscommunication , and also let foreign students understand Chinese culture better.Part three analyzes students using wrong in article.The third part of the paper isthe focus chapters of the paper . The part is mainly introduces mistakes when foreignstudents using. 200 cases are from composition corpus of Beijing LanguageUniversity and 80 cases are from my class practice. This part is mainly to thecollection of 280 alone corpora classified,the idiom using errors are discussed in thestructure, semantic, grammatical and pragmatic aspects.The four part of the paper introduce the method of teaching Chinese idioms. Thispart mainly is aimed at the problems of the fourth part, and put forward correspondingsolutions in turn. In the semantic it analysises the morpheme word-formation methods,teaching method and video story interpretation; In grammar, speaking and practicemethod is used to discuss; In pragmatic analysis, discusses the scene setting methodand example demonstration method.At last of this paper,it makes a simple summary.