A Case Study Of Teaching Chinese Words To Chinese-American Children

Chinese American children are an important part of international Chinese learners.They learn Chinese either through offline Chinese schools or through online one-to-one teaching.This paper uses Chinese vocabulary teaching as a starting point to study this special learning group,in order to find the characteristics and problems of Chinese learning for Chinese-American children.Using semantic field theory and schema theory,a Chinese vocabulary teaching model for this learning group was explored to help them master and use Chinese more quickly.First of all,the author observes the Chinese class of Chinese American children through the classroom observation method,summarizes the status quo and characteristics of Chinese learning for Chinese American children,and finds out the problems faced by their Chinese learning.It is observed that students’ current Chinese learning approaches are mainly family education,offline Chinese schools and online one-on-one teaching.Their learning motivation is mainly external,but their own learning motivation is not strong,they have a good foundation in Chinese,and their pronunciation is relatively accurate.Chinese listening and expression skills are very strong,but the reading and writing skills are poor,the vocabulary is less than that of domestic children of the same age,the vocabulary learning is not systematic,the homophone is difficult to distinguish,and the Chinese vocabulary learning is greatly affected by English thinking.Then,through the literature research method,the semantic field theory and the schema theory are studied,and it is found that the two theories can be combined and applied to Chinese vocabulary teaching.Therefore,according to the learning characteristics and problems of students,this article will focus on the study of teaching content and teaching methods suitable for Chinese vocabulary teaching for Chinese American children from the perspective of semantic field and schema theory.In the selection of vocabulary content,we should not only pay attention to students’ interest and daily vocabulary,but also use words in different semantic fields to help students learn Chinese vocabulary,pay attention to homophones and homographs,and integrate Chinese word formation into Chinese vocabulary teaching.Make the choice of teaching content thematic,systematic and hierarchical;in the choice of teaching method,this article chooses translation method,picture method,expansion method,game method,word formation method,context method and reading method to explain,different teaching methods The method is suitable for different teaching content and can be adjusted according to the choice of vocabulary content.Finally,four teaching cases are used to show the research results and explore the Chinese vocabulary teaching content and teaching methods suitable for Chinese American children from the perspective of semantic field and schema theory,which proves the application of the combination of semantic field theory and schema theory to Chinese The feasibility of vocabulary teaching.The conclusion of this paper is that because of their special language learning environment,Chinese American children face problems such as small vocabulary and lack of systematic vocabulary learning in Chinese vocabulary learning,and the combination of semantic field theory and schema theory can be applied Chinese-American children’s Chinese vocabulary teaching helps them increase their interest in learning Chinese,improve their vocabulary,establish a systematic Chinese vocabulary system,memorize Chinese vocabulary more scientifically,and improve their Chinese proficiency.