An Action Research On Impoving Chinese Learner's Ability Of Guessing Words At Intermediate Level

Chinese learners are often influenced by new words in the process of reading,which leads to deviation in understanding the text.Improving students' ability of guessing words can help students improve their reading ability and vocabulary level.In the current research on Chinese word guessing,almost all of them have mentioned the use of word formation clues and context clues.Word formation clues depend on the shape and morpheme of the word itself,while context clues are cue clues in the context,such as key words and key sentences.Many scholars' teaching suggestions also mention to strengthen the teaching of word formation clues and context clues.In the previous teaching practice,the author found that students are greatly influenced by guessing words,and the teaching of guessing words about Chinese characters and context analysis is really helpful to improve students' ability of guessing words.Therefore,based on the previous research and personal teaching experience,the author decided to adopt the method of action research,taking 18 Foreign Students in class 24 of the school of international cultural exchange of Shanghai Foreign Studies University as the research object,to explore the role of teaching word formation clues and context clues in improving students' ability of guessing words.Before the action research,the author used questionnaire survey and word guessing test to determine the teaching content and teaching plan of the first round of teaching.The content of the questionnaire is based on the students' level and the situation of guessing words.It is found that the students' level is relatively consistent,all of which are about hsk5.The guessing strategies of Chinese characters and morphemes(word formation cues)and context(context cues)are the first and second guessing strategies of the number of users.The students do not know the side of guessing words and can not find the context cues.The test results of students' ability of guessing words show that students have poor awareness of the meaning side,low awareness of morphemes,and poor ability of finding contextual clues and analyzing context.Combined with the feedback of questionnaire and test,the first round of word guessing teaching is formulated by the author: training students' ability to use word formation clues to guess words by teaching 18 semantic outliers and selecting 33 words suitable for morpheme teaching according to semantic transparency,and conducting context analysis teaching by combining new words in the revised Chinese reading course,training students to find sentence context and text context The ability of context clues.After the first round of teaching,the author conducted a post teaching test.The test questions were also five HSK6 level guessing true questions.The accuracy of the test is only 60%,the highest is 88.9%,the lowest is 50%,and the highest accuracy of the target words in the students' pretest is only 55.6%,the lowest is only 16.7%,which shows that the first round of teaching has some effect,but at the same time,students still have two problems,one is the confusion of polysemous morphemes,the other is the single way of guessing words.According to the problems of middle school students in the tests and interviews,the author adjusted the second round of teaching plan of guessing words.Considering the time reason,the teaching form of the side teaching was changed to independent learning,and the emphasis of morpheme teaching was changed to polysemy teaching.The teaching method was changed from three parts of independent teaching of guessing words strategy to comprehensive teaching.At the same time,in the teaching process,the students of non Chinese character circle were paid attention to Partial understanding.After the second round of teaching,the author conducted a post teaching test.The test questions were also HSK6 word guessing questions.Compared with the post test of the first round of teaching,the test scores have improved to a certain extent.Compared with the pre test of students,the post test scores of the second round of teaching have improved a lot.After the first round of teaching,the accuracy rate is less than 50%,but after the second round of teaching,the accuracy rate is more than 60%.The highest accuracy rate in the students' pre-test is only 55.6%.After the second round of teaching,the accuracy rate of guessing words is about 67%.In the test,it is found that there are still some students with a single way of guessing words,but generally speaking,the students' ability of guessing words is improving.After the test,the author also chose two students to interview,and found that the students' recognition of context analysis is relatively high,and students all think that the teaching of guessing words is meaningful to improve their ability of guessing words.After the end of action research,the author reflected on the shortcomings of the teaching process of guessing words,and put forward some teaching suggestions.