A Study On Vocabulary Teaching In Integrated Chinese As A Foreign Language Based On "Trinity Grammar" Teaching System

"Trinitarian Grammar is a three-dimensional second language teaching system.Most of the studies based on Trinitarian Grammar have focused on the teaching of Chinese grammar to foreigners,but it has rarely been applied to vocabulary teaching.In view of this,this paper takes "Trinitarian Grammar" as a theoretical framework and integrates action research methods to carry out an empirical study of teaching and learning with a one-to-one class of learners at the Confucius Institute in Cluj,Romania,and conducts two rounds of action design and practice.The study investigated the feasibility of the "Trinitarian Grammar" teaching system in teaching vocabulary in integrated classes and its suitability for one-to-one classes.The study also analyzed the classroom observations and test data of the study participants,and further demonstrated that the three-dimensional teaching system of "form-function-context" has solved the problem of "what is it-what is it-where is it used" for the learners.The results of the study show that the creation of typical contexts in this teaching system plays a key role in the improvement of learners’ oral communication skills.The data for this study were obtained from interviews with teachers and study participants,classroom observations of study participants,teachers’ post-lecture reflections,and tests of learners.The design and practice of the two rounds of teaching actions show that the "Trinitarian Grammar" teaching system is practical and feasible to guide the teaching of vocabulary in integrated classes;the application in one-to-one classes is consistent with the overall teaching plan of the Confucius Institute and learners’ expectations,and has high adaptability.The four aspects of the teaching system,namely the rate of speaking in class,the rate of correct speaking test,the number of teacher-student interactions after class,and the rate of correct assignments after class,confirm that the teaching system optimizes the learners’ input and output of knowledge and qualitatively improves their oral expression ability.The design and practice of the two rounds of teaching actions in this paper provide new ideas for teaching vocabulary in integrated Chinese classes.In view of this,the author makes several suggestions,taking into account all the indicators:overseas Confucius Institutes should set up classes that meet learners’ requirements and create application-oriented Confucius Institutes according to the teaching reality;novice teachers should precisely position their teaching direction and constantly optimize their teaching programs;a multidimensional interaction model should be built among teachers,teaching materials and learners;teachers should add interactive topics for teachers and students in the classroom to increase the classroom activity;teachers should improve the vocabulary of the classroom from the beginning to the end.Teachers should build a multi-dimensional interaction model among teachers,teaching materials and learners;teachers should add more interactive topics in the classroom to increase the classroom activity;teachers should build a triple linkage mechanism of "before-class-in-class-after-class" from the perspective of teaching as a whole.