A Comparative Study Of Effect Of Translation Method And Picture Method In The Teaching Of Elementary Chinese Vocabulary

In recent years,Chinese teaching in primary and secondary schools has developed rapidly in the UK.Vocabulary teaching is an extremely important part of Chinese teaching.It is especially important for primary school students.Translation and picture methods are widely used in vocabulary teaching,and the effect is remarkable.Based on the teaching practice in London,the author examines the effects of translation and picture methods in Chinese vocabulary teaching.In this study,120 beginners of year 3 to year 4 at Harris Primary Academy Kenley,London were selected as research object,and 56 Chinese new words were used as research materials.In the teaching,56 words are equally divided into two groups,one group is taught by translation method,and the other group is represented by picture method.After completing the teaching,data is collected through three methods: instant post-test,post-delay test,and student self-assessment.It took more than 5 months to collect 17 test data.The data was mainly analyzed by SPSS 23.0.The analysis method was descriptive statistical analysis and two independent sample t-test.The study found that,in most cases,there was no significant difference between the two methods.First of all,in the instant post-test,the teaching effect of picture method is better than the translation method,and there are significant differences.In the post-delay test,the translation method teaching effect is better than the picture method,but the difference is not obvious.Second,different words of speech use different methods of teaching,the teaching effect is not obvious,but it shows a certain rule: verbs,nouns are better taught with pictures,adjectives use translation method to maintain the best memory effect.Third,the vocabulary teaching effects are not much different for students with different ages and different preferences when teacher use different vocabulary teaching methods.But overall,the teaching effect of year 4 is better than the year 3,the picture method to year 3 has achieved better results while the translation method is better to year 4.The students think that the picture method is easier to learn in self-assessment,and the test results are also better in the picture method,which shows that the student's preference has an impact on the teaching effect to a certain extent.According to the above conclusions,the author expounds the reasons from the perspective of practice and theory,and summarizes the research enlightenment from two aspects: vocabulary teaching and textbook writing.In terms of vocabulary teaching,teachers can flexibly use the translation method and picture method to teach Chinese vocabulary,make full use of the image superiority effect,properly use the native language translation,and pay attention to controlling the number of new words and review in time to reduce the forgetting rate.In the preparation of textbooks,the writer can provide translations and pictures for the new words,and can also develop national textbooks,supporting teachers' reference books and multimedia teaching resources.The research in this paper is not comprehensive and deep enough,but I hope it can provide some reference for the future Chinese vocabulary teaching in primary schools in UK.