The Analysis On Elementary Chinese Lexical Teaching Approach From The Differences Between Chinese And English Equivalent Vocabulary

In recent years, comparative research of language becomes an emerging discipline that more and more scholars use this method in study. As the two of the most popular languages around the world, comparative research of Chinese and English becomes a hot issue among scholars. The comparison between English and Chinese can be researched from various starting points, such as linguistic elements and practical corpus. As a basic unit of a language,vocabulary plays a fundamentally important role in it. So, comparison of vocabulary is a big thing in the comparative research of Chinese and English. And among various ways of comparing vocabulary, comparing Chinese and English equivalent becomes the most convenient and scientific way. It's easy to find out an English word which is similar to a Chinese word in conceptual meaning during the word translation, and vise versa. There are some differences in the actual usage, emotional station and cultural meaning etc., which do not like the concept translation. It looks corresponding on the surface, but there are many differences in the actual form. English-Chinese responding, is a frequently-used method of teaching Chinese to international students at the very entry level. This method is easy and useful, so foreign students can get meaning of new words in short time. Although this method is a quick cure, in a longer term, the cure exposes its side effects inevitably. Due to in-depth study, harder knowledge and increasingly new vocabularies, differences between English and Chinese become more and more obvious which will confuse the students. If they can not solve their confusions, which will take shape of a wrong language consciousness, they may even lose interests on Chinese finally. All the above factors are bad for the learning of other Chinese elements and advanced Chinese.For weakening the impacts on basic Chinese vocabulary acquisition caused by the different equivalents between English and Chinese, this paper embarks from the teaching practice, according to the problems in vocabulary teaching in the teaching process and difficulties which learners meeting in the learning process of vocabulary, and classifies discrepancies of English and Chinese equivalents as well as thinks about the causes andsolutions to explore a more scientific and more targeted vocabulary teaching method of Chinese. First chapter is the introduction part, which mainly introduces the establishment of the comparison of language and the research situation of comparison between English and Chinese words at home and abroad, as well as the concept of English and Chinese equivalents and basic situation of practice teaching. The second chapter classifies English and Chinese equivalents from different aspects, like word meaning, cultural differences and pragmatics,and discusses causes of theses differences from the classification. The part of word meaning includes its overlap, species and some exceptional circumstances, The part of culture is divided into surface culture and deep culture; Pragmatic aspect covers understanding differences and occasion differences. In this chapter the text tries to comprehensively classifies and summarizes different English and Chinese equivalents. The third chapter briefly introduces and analyzes existing vocabulary teaching mode of the three major schools and clearly puts forward to combine advantages of the three basic teaching units —word-based unit, character-based unit and morpheme unit to avoid their shortcomings. At the same time,the chapter collects data from junior Chinese learners of class A, which is taught by the paper author. By investigating student ' s preference and attitude towards teaching methodology, vocabulary teaching method and vocabulary study, the chapter provides the idea and basis for the innovation of vocabulary teaching method. The fourth chapter attempts to improve the existing vocabulary teaching method in order to minimize learners' confusions from learning complex English and Chinese equivalents. At the same time, this chapter focuses on the structural features of Chinese and learner's originally lingual thinking as well as their learning interests. In this chapter, the text puts forward association method, task-based method, activity method and idea of opening primary culture courses respectively for the problems in vocabulary teaching.