Foreign Students Learn Chinese Clutch Word Study

The Detachable Word is a special phenomenon of the Chinese language. The Chinese Grammarcommunity and the Chinese as a foreign language profession teaching Detachable Words has a lot ofdifferences. Now it seems that there is no unified teaching method in the Detachable Words teaching system.The high frequency of use in our daily life also means it a difficulty in our teaching system. From theperspective of foreign students, it also be an obstacle for them to study Chinese grammar. Foreign studentsare familiar with the synergy form,but for the expanded form,they still have difficulties. Chinese DetachableWords expanded form of the word itself is complex and changeable, and has no specific fixed variation, eachan acrostic has its own unique extended form, which gave the Chinese as a Foreign Language SeparableWords bring more difficulties. In that case we selected21commonly used Chinese Detachable Words and itsextended form in the HSK. With those words we conducted a depth investigation and research of theInternational College of Jinan University foreign students’. According to that first-hand data on the basis ofthe survey we analyzed and summarized the statistics and provided reference Chinese Separable Wordsteaching suggestions.The method used in this paper: statistical analysis, qualitative analysis, quantitative analysis,questionnaire method.The main content of this paper is divided into six parts:Part I: Introduction section briefly describes this research method, as well as focus and difficult.Including the purpose and significance of the Topics in this article, the Chinese the Detachable Wordsresearch status quo, this research ideas and the main method (questionnaire method, quantitative analysis,statistical analysis, qualitative analysis) to study the key, difficult, and innovation.Part II: The second part of this article summarized the main and elaboration of a previous study of clutchword ontology research content. Including Chinese Detachable Words defined.Part III: the third part of this article is to introduce the of Chinese Detachable Words and this involved inHKS range. Including the scope of the Chinese of Detachable Words and this article in the Chinese levelvocabulary. Part IV: Part IV of this article is the focus of this article is the study of the specific situation of foreignstudents learned a commonly used Chinese acrostic. These include: the purpose and object of questionnaire,questionnaire design and survey findings, foreign students Acquisition of Chinese Separable word commonbias.Part V: The fifth part is the use of second language acquisition theory analysis previously bias. The mainreason: the negative transfer of mother tongue, the purpose language material over generalization, thenegative migration caused by the training process of teaching Chinese as a foreign language, the influence ofChinese culture in Chinese Separable Words, second language learners, individual differences in foreignChinese Separable Words.Part VI: The Part VI of this article is based on the Acquisition of Chinese Separable words above foreignstudents presented the recommendations of the acrostic is teaching Chinese as a foreign language, teachingprinciples and teaching methods. Which the textbook recommendations include: Detachable Words listsrecommended textbook exercises writing recommendations increase clutch word training increase DetachableWords topics recommendations in the compilation of teaching materials, of Detachable Words bookrecommendations compiled. The two forms of a Detachable Words are reached in the same time Professorprinciple, acrostic "divide and conquer" principle Intensive and "more practice the principle of combiningheard teaching, of Detachable Words and Chinese grammar is closely combined with the principle and theprinciple of combining literacy instruction. The Detachable Words of commonly used Chinese teachingmethods, including: translation pedagogy,"immersive" pedagogy,"Chunk" pedagogy.