The Research On The Word Ing Explanations For Intermediary-Advanced Comprehensive Chinese Courses

Teaching Chinese as Second Language (TCSL) places a high level of importance on the methodology of teaching vocabulary. Up until now, there have been numerous scholars whom have already completed research on related methodology, however these researches are mostly limited to the teaching materials and vocabulary usage. As a result, any research on the dynamics of vocabulary clarifications within the classroom are lacking; yet the reality and deciding factor of vocabulary acquisition effectiveness lies in the quality of the wording explanations itself. The current thesis is based on the research of wording explanations for intermediary-advanced comprehensive Chinese courses.Research and analysis are directed towards6of Guangxi University’s finest intermediary-advanced TCSL representatives with the usage of the bibliographical references, surveys, interviews, etc. From this thorough analysis, the concluding elements for the current thesis are as follows:1. There are many different forms for wording explanations-the most common methods include the descriptive technique, context of situation, morpheme analysis and explanations, wording comparisons, synonyms/antonyms comparisons, word groupings, sentence example building and so on. Since the effectiveness of the actual vocabulary explanations may be limited due to factors such as the teachers avoiding every detail and matter from various materials, they are therefore required to adopt their own most effective teaching methodology.2. The overall performance of the observed teachers are generally received well, hence the student body were able to understand a high percentage of the discussed content. The main reasons as to why these students were able to effectively understand are as follows:the instructors would frequently create sentence examples which the students could directly relate to first-hand. Moreover, the speed and methodology of which the explanations were made were flexible and catered to the specific needs of the students, also allowing them plentiful opportunities for involvement and interaction. To further and continuously entice the students’ motivation and interests, and in turn yield teaching effectiveness, teachers should avoid using the same predictable methodology by the practice of variety.3. For the sake of understanding the instructors’vocabulary explanations effectiveness, we derived a survey and succeeding interview questions. The results indicated the following:1) A majority of the students desired an increase in technology and media usage. This is due to the fact that most of the students’ability and experience in hand-writing is underdeveloped therefore the coarse scribbling of an instructor may be rendered as indecipherable-a close correlation to ineffective language acquisition. The usage of technology and media can create a huge positive impact as students are able to recognize the vocabulary and therefore help make lasting memories and impressions.2) Most of the students hope instructors could spend more effort on the explanations of the newly acquired vocabulary and encourage more interaction. This, in turn, can also benefit the students’verbal abilities and allow the expression of oneself.3) Most of the students thought it was necessary to undergo class discussions during the teaching of the vocabularies.4) Most of the students hope to have an instructor with vast knowledge, humorous, and friendly.