Research On The Application Of Self-Reference Effect To Chinese Vocabulary Teaching

With the improvement of China's international status and the construction of “the Belt and Road”,the demand of leaning Chinese is increasing all over the world.Up to now,the number of foreigners who learn Chinese as the second language is more than150 million.So we can say that “Chinese Fever” is still a general global phenomenon.Vocabulary is the most basic part of teaching Chinese as a second language,and its importance has been recognized by academic field.However,there are some problems in Chinese vocabulary teaching,such as difficulty in memorizing,low learning efficiency and boring.While the Self-Reference Effect in psychology provides a new perspective for language teaching study.Many experts and scholars have done research and made some progress.In this study,the author attempts to apply the self-referential effect in Chinese vocabulary teaching to solve the problems in the teaching of Chinese as a foreign language and improve the vocabulary teaching quality and teaching efficiency.The author conducted research on Chinese vocabulary teaching based on self-referencing effects through teaching experiments,questionnaire,Chinese tests,and interview.This study was conducted in two Beginner Level 2 classes at the Confucius Institute at Kenyatta University in Kenya.Self-reference Effect was used in the Chinese vocabulary teaching of the experimental class,and Chinese vocabulary teaching in the control class adopted traditional teaching methods.The main research content is whether the use of Self-Reference Effect for Chinese vocabulary teaching is conducive to improving students' interest in learning Chinese vocabulary and learning effects.During the three months of the study,the author made the first Chinese test and the previous questionnaire survey in the fourth week of the semester.In the twelfth week of the semester,the author made a second Chinese test and a post questionnaire survey.The author randomly chose six students from the experimental class to take the interview.By analyzing and comparing the collection of experimental class andthe control class,the author found that the use of Self-Reference Effect in Chinese vocabulary teaching stimulates students' imagination and creativity.At the same time,they can use the knowledge of Chinese language to describe and express themselves or something they are familiar with,so that they can apply what they have learned and obtain it in the process.The sense of satisfaction and pleasure,and the increased curiosity of Chinese language learning and the desire for further learning are conducive to improving students' interest in learning.It improves students' interest in learning Chinese.,In memorizing process,combining what is learned with the things that are familiar to oneself creates a real and meaningful teaching situation.That is conducive to the brain's encoding and memorizing of information,and the familiar things can provide clues for the extraction and retrieval of brain storage information.Promote memory and recognition of memory information,resulting in a better memory effect,which is conducive to improving students' memory and retention of learning content and increase their learning efficiency.Therefore,Chinese vocabulary teaching based on Self-Reference Effect is feasible and effective.This enlightens the Chinese teachers that teachers should establish a consciousness of interdisciplinary inquiry in teaching practice.They should not limit themselves to the limitations of this discipline and should comprehensively use other disciplines,such as the research results of psychology,to solve problems in teaching Chinese as a foreign language.The use of Self-Referential Effects in language teaching requires teachers to go deep into the student community,understand the students' hobbies and behaviors,and draw closer distances with the students.They are looking for teaching materials and resources in the actual learning and life of the students.Students are familiar with the material to explain,improve student interest in learning,to promote students to apply their knowledge,strengthen memory effects,and improve teaching effectiveness.