The Perspective Of Vocabulary Teaching Chinese As A Foreign Language

Language is the carrier of national culture, it carries a nation’s unique culturalconnotation. As a time-honored country with5,000years of history, China is extremelyrich in cultural heritage. Chinese, as a direct carrier of abundant Chinese culture, whichdeeply reflects the characteristics of Chinese culture.Because words can best embody thelanguage elements of the cultural characteristics, there are a lot of words with strong ethniccultural connotation in Chinese, which are called the National Cultural Words. With theincreasingly popularity of Chinese in the world, more and more foreigners begin to learnChinese and will inevitably encounter the National Cultural Words. Being lack ofunderstanding the words’ additional cultural factors, it is difficult for the learners to fullyunderstand the meaning and the appropriate usage of these words, which affects the dailycommunication. Therefore, the teaching of National Cultural Words is really important inTCSL (Teaching Chinese as a Second Language).Only pay full attention to NationalCultural Words and its teaching can better guide the students’ language acquisition andcross-cultural communication to achieve the ultimate goal of Chinese teaching.For the present situation, the experts are more concentrated in the study of theNational Cultural Words and its role in guiding the translation, literary analyses andappreciation, Chinese teaching. However the specific study of the teaching of NationalCultural Words is relatively rare, it is absent of theoretical guidance and effective teachingmethods.To improve the situation, on the basis of previous research, from the perspective ofthe origins of the Chinese National Cultural Words, this paper reclassify these words,which including the unique words in China, words with peculiar historical and culturalbackgrounds, words with special national culture feature, words formed in certain times.And reiterate the important position of National Cultural Words’ teaching, propose threeprinciples as infiltration step by step, teaching students according to their Chinese levels,teaching students on the basis of their nationalities and backgrounds. In order to providecommon and proper teaching skills and methods guidance, the author orchestrates acomplete and comprehensive teaching model, which includes three parts: teachingactivities before class, in class and after class. Before class the teachers help the students to meet and experience the words, discuss specific topics, in class the teachers display theobjects, pictures and videos, introduce the historical backgrounds of words, explain thecollocation of words, classify the words which have similar culture implications, contrastthe same words in different cultural backgrounds. After class ask the students to recite andreview. In addition, select a text from the TCSL book as a teaching case and apply theabove teaching model to this text, which can easily help the teachers know how to practice.The author hopes the teaching model and methods of National Cultural Words in this papercan provide a valuable guidance for the TCSL in future.