Acquisition Of The Intermediate Stage On Classroom Discourse Corpus Foreign Students Chinese Language Blocks

Chunk as a whole, usually by more than one word, it combines the features of grammar and vocabulary. The teaching and learning of Chinese as a Foreign Language, Chunks of great significance for vocabulary acquisition, directly affect the learners of the Chinese language learning. Intermediate level foreign students is locked heard Classroom discourse corpus academic year, by faithfully transcribed classroom discourse written in the form of text, do the finishing and statistics of the corpus. Based on the analysis of the predecessors, Chinese chunk definition and classification of blocks to the Chinese language, the use of statistical analysis, bias analysis methods such as Full Analysis examines the chunk of international students in the classroom discourse, and to examine it uses materials and the new, the old HSK outline and Students’Chinese examination syllabus etc.. Use native speakers Chunk of foreign students use comparative analysis to examine the block quantity and distribution of the various types of language, the use of foreign students Chinese language block further investigated.Through the statistical analysis of the data, we found:from the interlanguage corpus of200,000words intermediate level students retrieved the3980Chunk cases from the distribution of the various types of language block, students block the use of the proportion of the various types of language is quite different which the phrase level Chunks outnumber the number of sentence level language block. While the phrase level fixed phrases Chunk use the number of up chunk of phrases framework and sentence framework Chunk, followed by the number of the least number of fixed sentences Chunks. All kinds Chunk diversity is not very high, the number of reuse chunk is high, but not very rich. Overall, the International Student Chunks use correct rate higher bias cases only4.6%. Through examine international students textbooks and outline found, the rate of foreign students Chinese language block bias lower largely due to the reasons for the large number of Chunks input in the classroom. And terminology blocks appear in the syllabus, syllabus and textbooks can be seen by comparing students, foreign students block the use of language appeared in the textbooks was significantly higher than the proportion in the syllabus and examination syllabus. In visible, output and input materials for students Chunk have a great relationship.Finally, for the above conclusions, some recommendations Teaching Chinese as Foreign Language teachers should actively guide international students pay attention to the text in the language block, and enhance the awareness of students chunk advocate Chunk teaching. Block input language, and to strengthen the emphasis on language block output practice. Textbooks of Chinese as a foreign language, to focus on the language block reproduction rate, to enable students to further familiarize themselves with what they have learned chunk, enhance memory, improve the consistency and degree of automation of the language. I hope chunk teaching, and further promote the development of Chinese as a foreign language teaching.