A Case Research For The Relation Between Cross-culture Cognition And The Deep Acquisition Of Chinese Vocabulary

In the process of foreign or second language learning,words-study is always one of the most important things to concern,for “Vocabulary is said as the building materials of language,without which we can not build up any thing,also we can not make a sentence without vocabulary”(Huang Borong & Liao Xudong),and "Without grammar very little can be conveyed;Without vocabulary nothing can be conveyed”(D.A.Wilkins).However,the so important Chinese words are so difficult to learn as a second language.We can often see that,the second language learners always look up e-dictionaries the firs time when they meet strange words;can not find the proper words for a certain situation,and it’s time-consuming to retrieve a word.Beside,the learners can no associate words according to the link of meanings.All the facts above reflects that the second language learners have not gotten the deep vocabulary knowledge of Chinese words.The difficulties about the acquisition of deep vocabulary knowledge can be analyzed in two aspects:Firstly,there are so much information about culture is contained in Chinese vocabulary,which expresses the nation’s culture psychology.The rich culture information of Chinese vocabulary is firstly reflected on the fact that there are so great many words or phrases which contain the historical and cultural contents.Such as the large quantity of traditional idioms(守株待兔)set phrases(铁饭碗),and the two-part allegorical sayings(电线杆子绑鸡毛——好大的胆子!),etc.All these Chinese vocabulary contains Chinese values,culture psychology,the time feature and so on.To understand the Chinese vocabulary,the second language learners have no choice but to know well about the background culture information.Secondly,the second language learners are lack of the cognitive knowledge behind the vocabulary.As a part of Chinese culture,the Chinese vocabulary can reflect the thinking pattern and cognitive features of Han nationality from the structure to semantic.And the typical ones are such as Metaphor,Metonymy,Concrete thinking,associative thinking,inferential thinking,and dialectical thinking.We can master the rules of words’ structure and semantic collocation without knowing the cognitive regularity;can not understand the rich and circuitous metaphor phenomenon.Consequently,the full scale understand about vocabulary knowledge can not be founded.Then,the vocabulary learning turns out to be mechanical,boring and painful.Moreover,the L2 learners can not form the ability to analyze and study vocabulary by themselves.Based on all the realities exist in Chinese words study and teaching,this paper are trying to talk about and inquiry the relation between the deep acquisition of Chinese vocabulary and the culture and cognitive factors behind it,on the base of theoretical discussion firstly,and case study secondly.After that,this paper will give out some advice on teaching strategies and learning strategies,improving the teaching and learning quality of Chinese vocabulary.