Internet Folk Pieces And It’s Application In Teaching Chinese As A Foreign Language

Internet folk pieces is one of the most active language forms now. This thesis analyzes theorigin, classification and language features of internet folk pieces. It also discusses the basis,selection principles and specific measures of applying in teaching Chinese as a foreign language.Finally it provides some suggestions on teachers and textbook compilation.The thesis considers that the prosperity of internet folk pieces mainly depends on itslanguage charm. For example it often uses humor and irony strategy, also it’s short anddiversified and it’s often in prose, dialogue and couplet form, furthermore its words andsentences are easy and understandable.The thesis points out that the main basis of internet folk pieces applying in teaching Chineseas a foreign language. Internet folk pieces involve language ontology and pragmatic essentialteaching elements and the fun parts can stimulate learning interest, reduce anxiety and increasecomprehensible input. It’s spoken language combining written language and classical Chineselanguage style can provide oral and reading training. The thesis puts forward that Internet folkpieces applying in teaching Chinese as a foreign language has three main principles of theselection: oriented objectives, optimal selection, quality rather than quantity.Through many examples, the thesis illustrates the specific application in vocabulary,grammar, Chinese characters and culture teaching of internet folk pieces in teaching Chinese as aforeign language. The thesis believes that internet folk pieces can play a significant role in theauxiliary tone teaching, word formation, word order and function words, Chinese charactersmemory, culture teaching and other teaching difficulties.Finally the thesis suggests that in the process of teaching: the teacher should activelyintroduce internet folk pieces not only to enhance the learners’ interest and motivation, but alsohave to avoid impressing people by claptrap at the same time under the condition that the teachercan complete the provisions under the premise of teaching content. The teacher should also citemore positive Chinese cultural characteristics of folk pieces to cultivate learners positiveemotion to Chinese language and culture. What’s more, the teacher should take the initiative toexplore and accumulate the ancient folk pieces and make the past serve the present. In textbookcompilation we should also compile textbooks with the content of life, fun and beautifullanguage teaching materials as the supplement and extension in order to largely quote internetfolk pieces and other unfavorable or inconveniently introduced language literary form.