A Study On The Performed Culture Approach To Chinese Vocabulary Teaching In America

With the rapid spread of the Chinese language,more and more Americans are getting great interests in learning Chinese and Chinese culture,which plays a role in world cultural exchanges and in fueling the spread of the Chinese language in the world.In the process of Chinese language teaching,the Performed Culture Approach draws on the advantages of the existing number of current pedagogies to satisfy its own purposes.The practice of body language is the teaching focus,so that learners can master drills and use Chinese to communicate as soon as possible through repeated play.Chinese vocabulary teaching has played an important role in Chinese teaching in America.However,the actual classroom practice and Chinese vocabulary teaching are mostly simple everyday mechanical recitation;there is a lack of guidance of the scientific teaching method.In addition,the vocabulary of investigation is based on daily topics and scenes,which require the learners to improve the ability of the depth of vocabulary acquisition.There are requirements for Chinese vocabulary teaching classes which should pay attention to the diversity of topics and situations(common sense of life,customs,science and technology,film and television programs,social communication,etc.).Therefore,we need outlines and teaching materials,so that teachers and students can build the creative body situation through learning vocabulary themselves,so as to help students remember the words they learned and enhance the students' comprehensive language using ability effectively.Chinese vocabulary has a lot of synonyms,which have differences in different situations and topics.Using the Performed Culture Approach to explain and limit the meanings of the words in Chinese vocabulary teaching provides a unique significance.Because of some problems in the traditional method of Chinese vocabulary teaching exist.The topic and the situation of Chinese vocabulary teaching have to be redefined and connected with body language in culture teaching.The current new breakthrough in the Chinese vocabulary teaching is using the Performed Culture Approach.The author of this thesis took part in the program of the exchange student to Emporia State University in Fall 2015.During her study in America,as a volunteer,she joined the Chinese language teaching internship which is organized by the Emporia State University Chinese Student and Scholar Association.So this thesis attempts to be supported by the main theoretical basis(Constructivism theory,motivation theory,etc.)of the Performed Culture Approach through the observation method of experiment and questionnaire to explore the following research questions:1.Can American students' vocabulary learning process inferred by reasoning the implication of vocabulary through the Performed Culture Approach?2.What cultivation of the positive emotional factors of American students can the Performed Culture Approach promote?3.In the process of Chinese vocabulary learning,can the Performed Culture Approach improve the long-term memory effect of American students' Chinese vocabulary?This thesis will also verify whether the Performed Culture Approach can strengthen Chinese vocabulary teaching and supplement the shortage of the traditional Chinese vocabulary teaching,so as to help students understand the whole meaning of the vocabulary,accurately grasp the meaning of learning vocabulary eventually,inspire them to positive thinking,and strengthen their memory.Students' abilities can be used in reading,writing,etc.They can choose the right words to express their own thoughts in future study.