Study On The Proverb Element In Teaching Chinese As A Foreign Language

Proverb is a very important and difficult part of Chinese vocabulary in teachingChinese as a foreign language(TCFL). It is vital to help the foreign students achieve thesuccessful intercultural communication and spread Chinese culture to the world. Thetraditional teaching method of proverb is only vocabulary learning, and the students canaccess proverbs when they are in high learning level. The purpose of this paper is to breakthe shackles of traditional teaching of proverbs, creatively introduce the proverb as ateaching element to run through the whole teaching process. Teachers select some simpleand practical proverbs according to teaching context and teaching steps. The proverb is notonly the teaching content, but a teaching tool. Proverbs promote teaching, so as to helpstudents better understand and absorb Chinese knowledge; at the same time, studentsnaturally learn the proverb in the process. Finally, we achieve a win-win of learningChinese proverbs and promoting Chinese teaching.Except for my self-teaching experiment, many methods are used to analyze theproverb element in TCFL context in my research, such as document research, questionnaireinvestigation, cases analysis, data analysis and so on. Firstly, this paper provides anexplanation of the proverb and context, then analyze the relationship between the proverbelement and the teaching step. Secondly, it makes a comparison of similarities anddifferences between Chinese and English proverbs, which will be used as a reference offoreign students’ culture and language cognition. Thirdly, the paper proves that it isfeasible to introducing proverbs as a tool to teaching steps. Lastly, it gives some practicalteaching examples on introducing proverbs properly to different courses and teaching stepsin TCFL. Overall, This paper fully shows its theoretical and practical value.