Elementary Spoken Chinese As A Foreign Language From The Perspective Of Chunks Classroom Teaching Research

Problems such as improper vocabulary matching,difficulty in remembering vocabulary,improper use of related words,and single sentence structure have been hindering the improvement of spoken language ability of elementary Chinese learners for many years.In order to understand the causes of such problems and properly solve them,the author has introduced the teaching method of spoken language guided by the theory of chunks into the teaching practice of elementary Chinese oral English.This article attempts to start from the teaching of elementary spoken Chinese for foreigners.Based on the analysis of oral textbooks and pre-and post-tests of the practice of chunk teaching,it focuses on the following issues: First,the collocation of vocabulary in oral expression of elementary Chinese learners.What is the relationship between the improvement of correctness,sentence formation ability and spoken language ability and chunk input teaching? Secondly,after the practice of chunk teaching,how has the accuracy of chunk usage,the frequency of chunk usage,the richness of chunks,and the average length of chunks changed? Third,is it feasible and necessary to apply the theory of chunks to the teaching of oral Chinese?In view of the spoken language teaching material is to investigate the feasibility of lexical chunks teaching applied in primary oral Chinese class a necessary medium,so using the method of statistical analysis and comparative analysis of spoken language teaching material "Chinese session in 301," in the text,new words and exercises of lexical chunks in the inductive analysis,for in this paper,the teaching material arrangement of lexical chunks in the advantages and disadvantages.Students received two oral tests before and after chunk teaching practice.The focus of the two oral tests is the frequency,accuracy,average length and distribution of blocks.Through the analysis of the data results in the spoken test before and after the practice of language chunks by using the comparative method and the statistical method,the following conclusions are drawn: the frequency and accuracy of the use of different types of language chunks are different among the primary Chinese learners.At the primary level of Chinese language learners,the frequency of use of chunks is low and they are simple.The introduction of block teaching can help elementary Chinese learners to improve the accuracy of vocabulary collocation,so as to improve their oral expression ability.Finally,based on the above conclusions,the author puts forward some Suggestions on the application of chunk theory in elementary oral Chinese class from three aspects: textbook compilation,teacher teaching and student learning.The application of chunk theory in the elementary oral class of Chinese as a foreign language will definitely play a positive role in the teaching of Chinese as a foreign language,thus contributing to the improvement of the oral expression ability of Chinese learners at the primary level.