The Study Of Chinese Idiom Teaching For Foreign Students At Mid And Advanced Chinese Level

As a set phrase, Chinese idiom is accurate and easy to understand. It is an important component of Chinese vocabulary, and is widely used in spoken and written Chinese. In second language acquisition, the role of Chinese idiom is received more and more attentions and study of applied linguists, which is regarded as the main and important component of language ability. In vocabulary teaching, Chinese idiom is a difficult but also a key point. For students, mastering Chinese idiom helps them improve their Chinese level and communication skill. Current research on Chinese idiom teaching has been gradually thorough, while paper on empirical study is still lacking. Therefore this paper set Chinese idiom as the research object, and is divided into five major sections.Chapter one is introduction. Introduced the purpose of the topic, discussed the related research both in the field of Chinese ontology and teaching Chinese as a foreign language, raised research methodology and main contents. Chinese idiom is widely used in Chinese, and is a universal language phenomenon, while there are still many questions in teaching Chinese as a foreign language. For example, there is not enough importance on it on textbooks, and there are different errors in using them. This paper takes the form of questionnaire, analyzing learners’acquisition conditions from qualitative and quantitative angles, examines participants the mastering situation of semantic, the identification of different kinds of errors, and study attitude and strategies of Chinese idiom, so that we can determine the emphasis of Chinese idiom teaching in the future.Chapter two described the Chinese idiom from different angles such as definition, characteristics and meaning in teaching Chinese as a foreign language. Compared with the idiom, the two-part allegorical saying, defined the scope of Chinese idiom. Summarized the characteristics of Chinese idiom, it consists of semantic variability and double meaning, stability and flexibility of grammatical structure, in the aspect of pragmatics, it shows that vivid spoken features, rich cultural connotation, strong feelings and quite current. Its significance in teaching Chinese as a foreign language is to enlarge learners’ vocabulary, improve communication skills, and to deepen the understanding of Chinese culture.Chapter three summed up the statistical results of questionnaire and analyzed causes errors. Three conclusions are obtained, which comes first is that context has a certain role in promoting students to understand the meaning of Chinese idiom, so we should pay attention to context teaching. The second one is that most participants regard it necessary learning Chinese idiom, so we should pay more attention to practical teaching in the classroom teaching in the future, trying to put Chinese idiom to use. Through the contrastive analysis of the results of the questionnaire between foreign students and social people, we found that the result of social people is better than foreign students, and the best participants are very interested in Chinese idiom, and they think that the most effective way to remember Chinese idiom is telling story. So Chinese idiom teaching could take the method of telling the story, enhancing students’ interests, improving students’learning motivation.Chapter four summed up students’error from aspects of semantic, grammar and pragmatic, and analyzed reasons from characteristics of Chinese idiom its own, students’ personal factors and degree of textbooks processing. Chinese idiom semantic errors mainly show that confusing the surface meaning of Chinese idiom and the actual significance. Grammar errors show that SVO structures exist errors. Pragmatic errors consist of emotional confusion, style is unknown and scope of application is not clear. Analyzing the reasons of errors, Chinese idiom itself, for example, semantic features, grammatical features and pragmatic characteristics, could cause errors. Students’ personal factors cause errors such as avoidance strategy, overgeneralization and simplification. Errors caused by textbooks processing shows that selecting Chinese idiom entries is limited, emphasis is not enough and practice is lacking.Chapter five brought forward suggestions for Chinese idiom teaching. This chapter combined the result of questionnaire and previous research, putting forward some suggestions of Chinese idiom teaching in the future from different angles, such as teaching method, teachers and textbooks. Also selected some Chinese idioms from the present textbooks to illustrate the proposed suggestions.