Analysis And Research On Glossary Processing In Teaching Materials Of Chinese As A Foreign Language

Teaching material is the foundation and basis of teaching,which is directly related to the teaching quality.Similarly,the glossary teaching has also gradually become the most basic task in teaching Chinese as a foreign language and an important constituent in the intensive reading class.Therefore,it's very important to do well the glossary teaching to develop and improve the language ability of foreign students.The glossary in modern Chinese is extremely rich.During teaching,to solve the problem of how to teach students the most useful words and expressions within given time,it's fairly important for a teacher to decide what teaching materials are chosen.It involves many factors to judge whether a teaching material is good enough.In terms of glossary teaching,we need to take into consideration the following factors:the portion of collection and arrangement of common words and expression,whether the method of annotation is reasonable and scientific,reappearing rate of key words and expressions and compilation of glossary practice.Take the intensive reading materials in the "Developing Chinese" series published by Publishing House of Beijing Language and Culture University in 2006 as the research object,the article counts all the glossary collected into the 3-phased teaching materials,adopts a method combining ration and nature-determination,analyzes the actuality and features of present teaching materials dealing with glossary in terms of glossary compilation,glossary annotation and glossary practice.It also comes up pertinently with approaches which should be followed in dealing with glossary and some improvements in the hope of constantly promoting editing quality of teaching materials and teaching level of Chinese glossary.According to our statistics,this teaching material has a good command of the grade and quantity of new words,which basically conforms to the standard speculated in "General Outline of Grading" and "Teaching Outline".As a key point in glossary learning and teaching,primary and secondary glossary account for 77.2%of the total quantity.In addition,vocabulary of GradeⅣhas a very reasonable distribution and arrangement in the 3-phase teaching materials no matter whether in terms of the whole teaching process or linking between different leaming stages.However,it still has a disadvantage that excess-Outline vocabulary collected in the advanced teaching materials is a little too many,esp.in some individual texts,which to some degree becomes a burden for students.According to the concerned theory and the experience,we believe it suitable to maintain 45-60 new words in each text for a secondary teaching material and the number should be gradually increased by volume,till 70-85 in each text in an advanced book.Besides,that number should remain similar between each lesson in the same book, keeping the discrepancy less than 5-8.Primary vocabulary should account for 90%-95% of the whole quantity in the primary teaching materials.The initial process of study can also involve appropriate amount of common secondary vocabulary properly.The primary stage is to form the basis of vocabulary for the students,so the new words should be strictly limited within primary scale without excessing the Outline.In the secondary teaching materials,secondary vocabulary should take up 70-80%of the total for the correspondent stage.Advanced words and those beyond the Outline should be limited in 20-30%.Among them,the words and phrases which excess the Outline should be no more than 10%of the total.Substantives are always the important point for students to study vocabulary.In this set of teaching materials,empty words occupy less than 5%.However,though empty words don't have a big proportion in the vocabulary,they are still important during the process of teaching vocabulary.Therefore,prepositions,conjunctions and auxiliary words enjoy a proper arrangement and assignment in the vocabulary compilation.Moreover,it's getting harder as the learning process is going on.In the aspect of word annotation,"Primary Chinese" and "Secondary Chinese" of "Development Chinese" adopts English paraphrasing."Advanced Chinese" has made an improvement in this aspect,using Chinese to explain Chinese.We believe this way is more reasonable.Generally speaking,students of higher phase have already grasped about 3,000 words,and have had a certain Chinese foundation.It will be much helpful for them to activate their memory of words learned before by reading the annotation and it helps to form a long-run memory.Thus,words learned before are consolidated and simultaneously,new ways to learn new words are introduced too,which is quite significant to present compilation of teaching materials.Speaking of which items to annotate particularly and in what way to annotate them, we think it should rely on the different purposes of different teaching phases as well as specific contexts referred to.Moreover,we should embark from the actual need in teaching Chinese as a foreign language,the system collects and annotates some fixed phrases such as"非…不可""一边…一边…""总的来说","对……有好处"which are important to Chinese study.According to the differences of the design of structure,compilation of teaching content,level of the students,and learning targets,"Primary Chinese","Intermediate Chinese",and "Advanced Chinese" design after-lesson exercises which aim at different study phases and requirements.We found that the exercises such as recognizing words, organizing essays,rewriting sentences,filling the blanks using given words are of great help to improve students' ability of using language.