The Study Of Vocabulary Teaching Practice In The Teaching Of Chinese Talents

Chinese talent in overseas Chinese language teaching has been drawing increasing attention and used by Confucius Institute to globally present the Chinese culture.The ultimate goal of Chinese teaching is to improve the proficiency of the learners of Chinese language,so rather than being separated,Chinese teaching and Chinese talent teaching,enhancing theChinese proficiency and improving Chinese talent skills should be complementary among one another.In a class with a few students,integrating the vocabulary teaching with the talent teaching is an efficient and multipurpose teaching method.Through the collation and analysis of the relevant literature and on the basis of previous studies,this paper puts forward the innovation ofblending the vocabulary teaching with the Chinese talent teaching.Chinese talent in international Chinese teaching can be ordinarily divided into ten types,based on which,this paper explains the orientation and function of Chinese talent teaching.Lexical classification theory,figurative memory,constructive situationalteaching method,and SMCR propagation modellay the theoretical groundwork for the combination of vocabulary and Chinese talent teaching.My questionnaire also indicates the outcomes of the Chinese talent activities in a global scope,and the favorable conditions at 138 schools in Sofia,Bulgaria,which provides a real basis for the implementation and promotion of such combination.These two aspects substantiate the feasibility of my study.Vocabulary screening should abide three following principles:vocabulary in anidentical semantic field,the compatibilityof the difficulty of vocabulary and level of language learners as well as the priority of vocabulary of daily use.Those notional words which can form a generic word group and can be combined with Chinese talent teaching include nouns,verbs,adjectives,and numerals.My paper will also analyze howthe ten types of Chinese talent can be specifically converged with different forms of vocabulary teaching,and a flowchart is designed for general teaching cases;the vocabulary teaching in Chinese painting teaching will be taken as an example to illustrate the relevant process,with students interviewed and observedwithin.Under the guidance of integrating vocabulary teaching and situational teaching,students were asked to learn to paint panda and use the ten words depicting body parts,and by the end-of-class test,they will betested on the related vocabulary,the average accuracy of which was 80%.The three characteristics of this teaching model are thus:fitness for the initial stage of Chinese teaching,lexical overlapping,and situationalteaching.My survey shows that in 16 lessonsannually,the average accuracy of end-of-class test is above 75%,which is influenced by lexical difficulty,difference in students'Chinese level,learning motivation and classroom discipline.Most students increase their vocabulary after in-class practice and improve their proficiency in vocabulary use.The practice has proved that the combination of Chinese talent and vocabulary teaching is an effective teaching method,and it is necessary to conduct a more in-depthresearch which can be further in quantitative pretest,a scientific order of talent and proper introduction of sentence patterns.