The Application Of Four Strands In Morpheme Teaching Method Of Teaching Chinese As A Foreign Language

Teaching vocabulary is an essential part of teaching Chinese as a foreign language,but it is also a relatively weak point.It is believed that there are three principal methods of teaching Chinese vocabulary,namely the "word-based" teaching method,the "character-based" teaching method and the morpheme teaching method.Compared with the other two kinds of teaching methods,since the morpheme teaching method focuses more on the semantic features of Chinese morphemes and their ability to form words,and it can effectively help Chinese learners improve their ability to memorize and understand vocabulary,this method has attracted a lot of attention from the community of teaching Chinese as a foreign language.However,the morpheme teaching method also has certain limitations.The first is the ambiguity of morphemes;the second is the complicated relationship between the meanings of morphemes and the meanings of words which are formed by those morphemes;the third is the difference of their abilities to form words;the fourth is that when we use this method to develop more words,those words may not be high-frequency words,so that it would be difficult for learners to use those words.Moreover,as a vocabulary teaching method,the function of morpheme teaching method is limited.The purpose of vocabulary learning is not only to memorize and understand the meaning of words,but also to recognize and understand the information conveyed by these words in listening and reading materials and be able to use these words in writing and reading to convey messages.Therefore,as an auxiliary vocabulary learning method,morpheme teaching method should be combined with other teaching activities.This thesis will turn its attention to the "four strands" suggested by the leading vocabulary acquisition linguist researcher,Paul Nation.By combining the four strands with the morpheme teaching method,this article will try to make up for the deficiencies of the morpheme teaching method from the perspective of the learners and try to solve the problems encountered by Chinese learners when they are learning Chinese vocabulary.Firstly,I will elaborate the morpheme ontology and morpheme teaching method,analyze the advantages and disadvantages of the morpheme teaching method in teaching Chinese as a foreign language,and explain the rationality of morpheme teaching method and the necessity of combining with other teaching activities.Secondly,I will describe the four strands in detail and justify the rationality of each strand.Also,I will use Developing Chinese Elementary Comprehensive Course as an example,discuss the specific application of each strand in themorpheme teaching method at the primary stage of teaching Chinese as a foreign language,and recommend some activities that are suitable for this strand as well as suitable for students at this stage.For zero-based students,the primary task is to accumulate monosyllabic morphemes with strong ability to form words through language-focused learning.For primary students with a certain language foundation,the primary task is to develop more words by the accumulation of monosyllable morphemes,to understand the word formation method,and to expand the vocabulary though language-focused learning.In addition to language-focused learning,learners also need to encounter a large number of authentic language materials through the meaning-focused input,so that they can encounter a large number of homonyms to understand the meanings of the words,the meanings of the morphemes which formed those words,and their relationships in a meaningful context.Meaning-focused input can also strengthen learners' morpheme knowledge and enhance their comprehension skills.By meaning-focused output,learners need to use their knowledge into practice to further enhance their language skills.In order to make better use of learners' knowledge they already know,they need to process receptive knowledge and productive knowledge at a faster rate by fluency development.