A Study Of Oral Output Vocabulary Of Spanish Primary Chinese Learners Based On Second Language Teaching

Oral vocabulary teaching is an important part of Chinese as a second language teaching.By studying the learner's spoken vocabulary output,we can understand the learner's oral vocabulary ability characteristics,and then reflect on the teaching activities,explore teaching methods that can improve students' oral vocabulary ability and teaching effect,giving suggestion on teaching Chinese as a second language.At present,the study of oral language output in the field of Chinese as a second language acquisition mainly focuses on the syntactic level,and vocabulary research is rare.Research object mainly are Chinese learners with Korean background and English background,which is single.In view of this,this paper is based on second language teaching,focusing on the characteristics of oral vocabulary ability of Spanish primary Chinese learners,reflecting on classroom teaching activities,and summarizing teaching methods.This paper uses a combination of quantitative analysis and comparative analysis to conduct research.The study was conducted by six elementary Chinese learners with a Spanish background.The 4 weeks of nearly 40 hours of oral class recordings were counted and processed,resulting in 356.18 minutes of recorded data,35046 words of initial transcription and 31,534 words of effective spoken corpus text.Then,further quantitative processing is performed to obtain data related to the Spanish learner's spoken vocabulary ability.Then through comparative analysis,the data is compared with the same level of Italian learners,and the characteristics of Spanish learners' oral vocabulary ability are analyzed.We have found the advantages and weaknesses of Spanish primary Chinese learners in this paper in terms of vocabulary abilities.On this basis,this paper combines specific classroom teaching practices to reflect on teaching activities.The results of this study show that the Spanish vocabulary ability of Chinese learners is generally better.Complexity and accuracy are good,and fluency,especially the metrics of timeliness,needs to be improved.Specifically,compared with Italian learners in Italy,Spanish learners are specifically represented in three dimensions:1.The fluency expression index is better,the pause phenomenon is acceptable,the pause frequency and the non-fluent pause frequency Italian learners are not much different,and there are fewer phenomena of repetition and change.Among them,the repetition phenomenon is mainly word repetition,and the change phenomenon is mostly word change.2.Excellent performance,vocabulary complexity and vocabulary diversity indicators are better,vocabulary types are rich,high-level words and super-class words account for a large proportion,vocabulary difficulty is higher 3.Accuracy performance is better,overall error rate is better low,where the type of error is dominated by the use of vocabulary.In general,Spanish learners' oral vocabulary ability is better,complexity and accuracy are better than Italian learners,and the time indicator in fluency is weak.This reflects that Spanish learners have more spoken vocabulary,diverse vocabulary types,and have vocabulary reserves with difficulty.The vocabulary is more accurate and the fluency profile is better,but the speed of oral expression needs to be improved.Combining the results of data analysis with the actual situation of classroom teaching,and reflecting on the teaching activities at that time,this paper finds the teaching methods that can be used for reference in the teaching process.First of all,as a teacher,I provide background knowledge for students to facilitate vocabulary extraction.Secondly,I help students expand their vocabulary reserves and enrich their spoken vocabulary.In addition,I have set up various classroom activities which allow students to large oral vocabulary and produce long-term oral output.At the same time,I pay attention to the problem of design topic discussion,try to let students have the desire to express their spoken language,and guide students to gradually improve the vocabulary in spoken language output.I give students preparation time.I also have some problems in the teaching process:the standards and requirements for oral output are vague and one-sided,and the explanations for spoken vocabulary are mainly interpretation,grammar less explanation,no timely correction and summary of student errors.Finally,based on the research results and the reflection of teaching,this paper puts forward the enlightenment of oral vocabulary teaching for Spanish primary Chinese learners.First,paying attention to the comprehensive and balanced development of students' oral vocabulary ability,giving students clear and comprehensive feedback.Second,helping students to build a topic-centered oral vocabulary system;third,make a reasonable topic setting,which satisfy authenticity,specific discussion issues are discussionable and instructive;Fourth,carry out various classroom activities,maintain diversity of activity types and difficulty;Fifth,timely correct errors,summarize oral vocabulary grammar difficulties;Six,give students preparation time.