A Study On The Teaching Methods And Influence Of Improving Morpheme Awareness Of Learners Of Chinese As A Second Langusge At The Primary Level

This paper focuses on 20 primary level French students from Han xi’an International Studies University,using the experiment,interview,questionnaire survey and other research methods to study the teaching methods and influence of improving morpheme awareness.First of all,comparative teaching is carried out through experimental method,during which the interview method is used to record the change of morpheme awareness of students.Then do a survey about the situation and attitude of students’ interpretation of words.On this basis,the results of the above three research methods are statistically analyzed.Through the comparison of morpheme interpretation and traditional interpretation,this paper compares the influence of the two methods on the morpheme awareness of Chinese learners,so as to explore the teaching methods and skills to improve the morpheme awareness of learners of Chinese as a second language.By analyzing the experimental results,the main conclusions are as follows:(1)In the teaching of word meaning,adopting the teaching method of morpheme awareness from simple to difficult,from sub item to comprehensive can not only gradually eliminate the negative emotions caused by the emotional shielding effect of Chinese second language learners,but also effectively improve the morpheme awareness and the ability of using morpheme of Chinese second language learners.(2)There is no significant difference in morpheme awareness between the two groups before the experiment,but there is a significant difference in the test results after the experiment.The performance of the experimental group with more explicit teaching method was higher than that of the control group with whole word interpretation method,and the performance is more stable.(3)In the test,there are three types of questions: morpheme writing,morpheme identification and synthesis.They respectively examine the students’ morpheme association ability,morpheme identification ability and the ability of comprehensive use of morphemes.The experimental results are higher than that of the control group,and the differences in the comprehensive use of morphemes are the largest,followed by the ability to identify morphemes,and the ability to associate morphemes is the smallest.That is to say,morpheme interpretation can improve the comprehensive analysis and application ability of learners,and has no significant effect on declarative knowledge.(4)Through the analysis of interview audio,we found that morpheme paraphrase has a positive transfer to the subjects in the experimental group.When they meet new words,they will establish a connection between the old and new knowledge,while the control group lacked the ability of association and inference.(5)In the short-term study,there is no significant difference in acceptance and preference between the two groups for morpheme interpretation and whole word interpretation,but in the long run,more subjects indicated that they are more willing to accept morpheme interpretation.Because morpheme paraphrase can touch the deep knowledge of Chinese language,which is essentially different from the first language of learners,it can stimulate learners’ interest and motivation.Through the analysis of the experimental results,I hope to provide feasible teaching suggestions for Chinese second language teachers from the perspectives of teaching stage,teaching duration and Chinese second language class type,so as to contribute to the development of Chinese second language vocabulary teaching.