Chinese Affix Study And Vocabulary Instructional Design Of Chinese As A Foreign Language From The Perspective Of Memetics

Vocabulary teaching is an important content throughout in Chinese as aForeign Language teaching,because vocabulary plays an irreplaceable role in dailycommunication of learners.Some people think Chinese is the isolated language,itexpresses grammatical relations without words’ tortuous change or adhesion, learnersare difficult to know parts of speech and meaning of a word through its form,international students are often remember words individually. But at the sametime,we should see: there are a certain amount of affixes and class affixes inChinese,and word group which has the same affixes or class affixes has similar partof speech and meaning. It will surely benefit learner’s vocabulary learning if learnersknow a certain amount of class affixes and comprehend their meanings and wordformation. In view of this, we think that it is necessary to attach importance to thewords group which has affixes or class affixes,and make a vocabulary teachingdesign, thus guide students to grasp some affixes and class affixes and learn throughanalogy. Memetics provides us a new perspective to vocabulary teaching study,thusfind the breakthrough in the teaching of vocabulary.The body of the paper is divided into four parts.Part I is introduction: weintroduct the origin of the study,expound the train of thought and the methods of thisstudy,etc. Part II reviews the study about affixes and Memetics and summary resultsof previous studies.Part III: First, we statistics and analysis affixes in "IntermediateChinese" of the series of textbooks “development Chinese language”,and found thatthere are a large number of affixes in the new words,but the textbooks only explainone small part as language point of affixes.Secondly,we try to place affixes in theperspective of Memetics,consider Affixes as memes and propose suggestions aboutvocabulary teaching.Finally,we selected three groups of representative affixes,thenwe take these three groups as example to make a vocabulary instructional design.wehope it can provide a reference to future researchers and foreign languageteachers.we also hope it can improve the efficiency of Chinese vocabularyteaching.The last part is the conclusion.One of the main contributions of this paper is reflected in the section ofappendix.we summed up all the Chinese affixes,and make a affixes table.this tabledivided affix into traditional affixes and new class affixes and after new classaffixes,there are some new class affixes induced by us,previous studies did notmention them.thus,we explane these new class affixes one by one,and each affix isaccompanied by some vocabulary examples.