Research On Chinese Abbreviations For Teaching Chinese As A Foreign Language

Because of Chinese abbreviation teaching embodies the nature of skill teaching,this paper first makes a brief summary of the ontology of Chinese abbreviation,including its connotation and scope,classification and characteristics,construction rules and motivations,and standardization.Secondly,abbreviations in the three Chinese syllabuses and 25 Chinese textbooks are analyzed.There are a large number of Chinese abbreviations in TCSL textbooks,while they included in outline are limited.The lack of relevant teaching requirements leads to insufficient attention in teaching.Thirdly,a questionnaire survey was conducted to investigate the learning and use of Chinese abbreviations by foreign students.When the level grows,the more sensitive they are to abbreviations,the more words they master.Although abbreviations are seldom involved,students are interested in learning it.They often learn Chinese abbreviations by interpersonal communication and social network after class.We advocate the proper introduction of Chinese abbreviations in classroom teaching,but they should be strictly screened to form a mode of combining classroom teaching with after-class practice.Finally,it focuses on the characteristics of abbreviations teaching,especially the skills teaching,and four principles of skill,necessity,stage and pertinence should be grasped.In the aspect of teaching,we should strengthen the syllabus,textbooks and curriculum.And learning,we should encourage students to establish a good attitude,expand vocabulary reserve,enrich learning channels and lay a solid foundation.