The Practical Application Of Communicative Exercises In Chinese Vocabulary Teaching

Language is a tool of communication. The foremost purpose of teaching Chinese as a second language (TCSL) is to develop communicative competence in Chinese among non-Chinese-speaking students.In South Korea, Chinese teaching has always been attached importance. Basically, Chinese is set as the second language by every senior school, where all students have the opportunity of Chinese learning. For those senior school Chinese learners, Chinese vocabulary is still the main content of learning due to the fact that most of them are at a primary stage. To stretch students’ communicative competence as possible within limited in-class teaching, communicative practice, based on the essence of " language as a tool of communication ", becomes the key method in TCSL class to provide students with chances to practice and examine their language level.This article combines questionnaire, in-class observation and in-depth interviews between students and teachers together, investigating and analyzing the application of communicative practice in primary Chinese vocabulary teaching, based on the fundamental situation of primary Chinese vocabulary teaching in Gyeonggi area, South Korea. Also, through sharing the cases of communicative practice in primary Chinese vocabulary teaching from my own teaching experiences, I will analyze and summarize effective methods in communicative teaching and factors influencing communicative practice. At last, I will illustrate the significance of communicative practice in TCSL with questionnaire results and propose relevant suggestions for communicative teaching, aiming at proving useful furtherance for my counterparts in TCSL and dedicating my little efforts to it. This article is divided into five sections:The first chapter is an introduction describes the origin and significance of the topic of the writing of this article, and the review of communicative exercises and the present situation of Chinese teaching in South Korea. The second chapter is a investigation of the application of communicative exercises in Chinese vocabulary teaching in Gyeonggi area, South Korea. This chapter is composed of three parts of which introduces the design of the investigation, the application of communicative exercises in Chinese vocabulary teaching in Gyeonggi area and Gyenam High school in sequence. Also, through sharing the cases of communicative practice in primary Chinese vocabulary teaching from my own teaching experiences, Ⅰ will summarize four effective methods with good efficiencies in communicative teaching.Chapter Ⅲ is mainly about the factors influencing communicative exercises. Based on the theory of three fundamental elements of class teaching, factual findings of investigation and personal teaching practices, I will analyze and summarize the factors influencing communicative exercises from the factors of teachers as well as the factors of students respectively. Chapter Ⅳ includes the feedbacks of communicative exercises and the advices in Chinese vocabulary teaching. In this chapter, feedbacks of the most popular method and organization type will be summarized on a basis of the deliberate analysis of the results of students’questionnaires. In addition, I will take all findings and teaching cases into consideration and point out the "dos & don’ts" among three stages in communicative practices, and put forward some reasonable suggestions respectively. Chapter V is the conclusion, which is a brief review of summarizes of the investigation and analysis about the practical application of communicative exercises in Chinese vocabulary teaching. I will the imperfections of this article and expect myself to keep focus on the subject as well, only in order to my little contributions to the flourish of TCSL.