Research Of The Regional Culture Importing Effect In Vocabulary Teaching Of Primary Chinese Comprehensive Course

Vocabulary is the most active and sensitive element in the system.In teaching Chinese as a foreign language, vocabulary teaching is particularly importantFor students, learning vocabulary is not only for practical communication, but also for the attraction of the special culture which vocabulary carries.Therefore, if we teach vocabulary without introducing its culture, that would be one-sided and boring.The primary stage is the initial stage for students to learn Chinese.At this stage, students begin to contact with the second cultural environment, they are interested in everything around them, to import culture at this stage will affects the learners’ sensitivity to cultural differences and their attitude towards Chinese culture.So teacher should teach students the culture of the word on the basis of ontology knowledge teaching. That can help us to active the atmosphere of the class, and help students to understand the word more profoundly, and adapt to the life in China more quickly.China is vast,so the foreign students will be dispersed to the different parts of China They must connect with the place where they live,but the culture between two places maybe very different.If students lack of understanding the local culture, it may cause a variety of cross-cultural communication barriers, and even hit their enthusiasm of learning Chinese.Therefore,in order to make intercultural communication successfully, the teachers should teach the regional culture through the language teaching, to help students understand the regional culture better.This paper takes Hui culture as an example to explore the effect of importing regional culture in vocabulary teaching of primary Chinese comprehensive course.The first chapter introduces the source of the topic, the research purpose and the research methods.The second chapter is the related literature review, it discusses the recent research of regional culture and the Hui culture,and the attitude towards to the problems of importing the local culture through the vocabulary teaching, pointed out the shortcomings of the current practice.In the third chapter, I put forward the necessity, the principle and the method for importing the Hui culture in the primary comprehensive course while combining the characteristics of the primary stage vocabulary, then list the content of the Hui culture clearly based on the research of the related data.The fourth chapter is the research of the effect of importing Hui culture while teaching vocabulary in the comprehensive course.This chapter is divided into two parts:the first part is the teaching design for importing Hui culture in the vocabulary teaching,choosing some new words from the textbook and make two different designs,then start the teaching experiments with two classes separately. The second part is to investigate the students’ attitude of importing the Hui culture through the vocabulary teaching and their cognitive situation in order to compare the effect of these two different teaching designs made,then use the results to explore the effect of importing Hui culture in vocabulary teaching.Combining the results of students’ questionnaires and the interview results confirm for primary comprehensive course teachers to convince the necessity and significance of importing the regional culture in vocabulary teaching, realizing the research purpose of this paper.