Study On The Application Of Situational Language Teaching In Elementary Chinese Vocabulary Teaching

Vocabulary teaching, especially during the initial stage, is essential in the field of Teaching Chinese as a Secondary Language, because for Chinese learners, the proficiency of communicating in Chinese is largely depends on the amount of vocabulary and the capability to use right words. So far, experts and scholars have proposed many vocabulary teaching methods in Chinese teaching. One of the methods above is situational language teaching, which is a flexible and vivid teaching method and can achieve the purpose teaching according to students’ aptitude.In accordance with teaching objects, goals, contents and resources, teachers can develop various learning situations within learners’ living ranges to help them have immersive feelings. However there are still some problems existing in specific application process of situational language teaching in the initial stage, and they remain to be found and solved through practice.This thesis took behavioristic psychology and constructivism linguistics as theoretical basis,Chinese learners in Tbilisi No.42 Public School as teaching objects and situational language teaching as main vocabulary teaching method in the practice of initial-stage Chinese vocabulary teaching. Through analyzing practical cases of vocabulary teaching, combined with observing students’ reaction in class and interviewing teachers contemporarily using this method, together with completing four-month Chinese teaching, I explored the feasibility of situational language teaching in initial-stage vocabulary teaching and some problems that should be concerned in the practice process.By applying situational language teaching into Chinese vocabulary teaching practice, I came out the following conclusions. Situational language teaching is quite feasible in Chinese vocabulary teaching and can improve students’ learning efficiency, adjust classroom atmosphere and reduce the emotional distance between teachers and students. Meanwhile, I also found some problematic aspects in specific application process of situational language teaching, including situation setting and teachers’ operation. Last but not least, for the two aspects above, I proposed the corresponding resolution strategies, hoping this thesis could be helpful in Chinese vocabulary teaching practice for Chinese teachers in Georgia.