A Study On Effective Teaching Strategies Of Chinese Vocabulary For Korean Primary School Students

Vocabulary is the building materials of the language,if there is no lexical material,the language will lose its meaning.Rich vocabulary reserves is the key to learn a second language,vocabulary can measure the level of a learner’s language level.With the development of economy in our country and the increasing international status,Confucius Institutes,Classrooms,and schools for Chinese language teaching in various countries and regions are growing in demand for Chinese teachers,at the same time,all of them put higher and higher requirement to teachers.Learning Chinese vocabulary,improving the effect of Chinese vocabulary memory,expanding the Chinese vocabulary reserves can not be simply thought of the students’ tasks,teachers have the responsibility to teach students about some memory strategy-related methods to improve the students Chinese vocabulary memory effect,to expand students ’ vocabulary reserves,and to enhance students’ interest in learning Chinese in the teaching process.Only in this way can we make the Chinese truly hot on a global scale.Based on the Chinese vocabulary teaching process in South Korea’s primary school and on the theory and practice foundation,this paper discusses from three aspects including words sound,meaning and form,how to improve the vocabulary memory effect in terms of memory strategy,how to increase the vocabulary from short-term memory into long-term memory.This paper is divided into four parts,the first part is the introduction,including the research background and significance,research summary and research content and methods.The second part is the phonetic teaching strategy proposed by the phonetic aspects.This chapter takes the way of the memory and the positive transfer of the mother tongue as the theoretical basis of psychology and linguistics,and puts forward Korean homophonic method,Chinese homophonic method and Chinese-Korean homophonic method.The third part is the method of mind mapping from the perspective of meaning.This chapter uses the theory of memory,neurophysiology and cognitive learning as the psychology and educational psychology theoretical basis,and draws the thinking map from semantic field,meaning item and morpheme,so as to get in the meaning of the word to improve the memory effect.The fourth part is a kind of image memory teaching strategy which comes from the morphological perspective.This chapter uses the left and right brains theory and the cognitive development of primary school students as the psychology and educational psychology theoretical basis.This chapter discusses how to turn the object shape,refers to things,knowing and phonetic characters into vivid images,how to turn a Chinese characters into a piece of vivid image for remember by association and imagination.The fifth part is a kind of comprehensive teaching strategy which is a combination of the above three teaching strategies,and which is starts from words sound,meaning and form.This chapter discusses the three teaching strategies integrated using principles,methods and problems that should pay attention to in the Chinese vocabulary teaching process.It is hoped that this paper will enable Korean primary school students to get some help in learning Chinese vocabulary,will give some inspiration to teachers of Chinese international education and will provide some reference for teaching research of Chinese vocabulary memory strategy.