Research On The Chunk Teaching Model For Korean Junior Middle School Chinese Classes

Chunk theory is a common topic in foreign language circles and has been paid more and more attention in China in recent years.However,it is mainly applied in the research of English as a second language teaching.The applied research of combining with Chinese as a second language teaching is still in its infancy,and there is still a lack of research on combining with overseas Chinese classroom.Moreover,the characteristics of chunk teaching are consistent with the requirements of Korean Chinese teaching syllabus for the basic stage of Chinese teaching,that is,to dilute grammar teaching and pay attention to oral output,while chunk teaching also conforms to the cognitive characteristics of Korean junior high school students.Therefore,this paper adopts the methods of literature research,questionnaire survey and interview,based on the current research status of chunk theory,from the perspective of language ontology research,tries to build a set of chunk teaching model for Korean junior middle school Chinese classroom,so as to make students' oral output more complete and fluent.The purpose of this study is to provide a certain reference for the volunteers and teachers of Chinese language teaching in junior high schools in South Korea and local Chinese language teachers in South Korea in the future,so as to contribute to the teaching of Chinese as a second language in South Korea.This study is mainly divided into five parts.First,basing on actual use in junior high school Chinese classroom teaching in South Korea "the life of Chinese language"(press)genius of teaching material,for example,the overall design of the teaching materials,learning objectives,and distribution of lexical chunks are introduced,and the structure of the form,function,the topic of lexical chunks in the Angle of three textbooks multi-dimensional investigation.Secondly,the current situation of Chinese classroom teaching in junior high schools in South Korea was investigated from four aspects: the situation of Chinese teachers in China and South Korea,the cooperative teaching mode,the Chinese curriculum,and the language block teaching.Through the analysis found that due to the education department and the school did not attach enough importance to Chinese lessons,South Korea,China and South Korea the lack of effective communication and sharing between teachers,teacher to student's cognitive characteristics not enough understanding,teachers' lack of relevant theoretical study and the innovation of teaching methods,the Chinese lessons of course status is not high,did not fully embodies the advantages of collaborative teaching mode,teaching method and teaching effect is not ideal,the teacher and the students of the weakawareness of lexical chunks and teachers lack of an efficient way of teaching of lexical chunks five questions.Again,based on the existing teaching present situation,the author attempts to construct a set of suitable for South Korea's junior high school Chinese classroom language teaching mode and the basic framework is presented,and the detailed teaching implementation of the framework and implementation details,and the model was applied to the actual Korean junior high school Chinese classroom,in the life of Chinese language(press)genius unit 8 "what would you like to eat" as an example the concrete design and implementation of teaching.Finally,through the feedback and evaluation of students and teachers,the paper puts forward some Suggestions on the application of Chinese language block teaching model in junior middle schools in South Korea.Including the teacher's teaching advice and the improvement of teaching materials and so on.