A Study On Vocabulary Teaching Of Chinese As A Foreign Language From The Perspective Of Semantic Field Theory

Semantic field theory,which originated and developed abroad,is a theory about semantic research.This theory pays attention to the relationship between words and meanings,and its research results are of great significance to language teaching.Based on the previous research results on vocabulary teaching and semantic field of TCFL,this paper deeply explores the possible role of semantic field theory in vocabulary size,vocabulary teaching efficiency and Chinese learning thinking,and combines the research results of semantic field theory at home and abroad and the research results of semantic system in traditional linguistics,so as to take the New Hanyu Shuiping Kaoshi(abbreviated as “New HSK”).Taking the three-level vocabulary in the syllabus as an example,a“semantic classified word list” is compiled.Then,combined with the vocabulary list,how to optimize the vocabulary teaching in HSK Standard Course 3,which teaching strategies are available and how to design the vocabulary teaching are elaborated in detail.A teaching model is proposed to help learners gradually realize the goal of constructing the Chinese vocabulary system,with a view to perfecting it.The vocabulary teaching system of Chinese as a foreign language has been strengthened.This text has five parts:The first part of the “introduction” mainly introduces the reasons for choosing the topic,research significance,research ideas and researchmethods,and then reviews the current situation of vocabulary teaching and research,the theory of semantic field and its application in TCFL,laying a solid foundation for the following research.The second part firstly gives a comprehensive overview of the theory of semantic field from the perspective of origin,development,meaning,characteristics and classification,and then makes a detailed analysis of the role of the theory of semantic field in vocabulary teaching of Chinese as a foreign language,especially in terms of enlarging vocabulary,improving vocabulary learning efficiency and cultivating Chinese learning thinking.The third part takes the three-level vocabulary in the new HSK vocabulary syllabus as an example,establishes a “semantic classification vocabulary” corresponding to the three-level vocabulary of the new HSK vocabulary syllabus,and systematically displays various “semantic fields”.Then,based on vocabulary,we provide a reference model to optimize vocabulary teaching effect for teachers and students who are using HSK Standard Course 3,which is a comprehensive textbook of Chinese.It shows how we use semantic classified vocabulary to increase learners' vocabulary size,improve learners' efficiency of understanding and memorizing vocabulary,and help learners build up their own internal vocabulary system.The fourth part,based on the previous research,puts forward threestrategies of teaching Chinese vocabulary as a foreign language:“vocabulary learning strategy”,“vocabulary interpretation strategy” and“field training strategy”,aiming at improving teachers' teaching efficiency,optimizing the vocabulary interpretation and arrangement of textbooks,and improving learners' learning efficiency.The fifth part is the “conclusion”,which gives a brief summary of the research content of this paper,and explains the shortcomings of this paper,hoping to provide some ideas and inspiration for future researchers.