Dissertation > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language

The Study of the Semantic Network of Level One and Level Two in the Outline of the Grade Vocabulary for HSK

Author TuZhou
Tutor LuoLin
School Huazhong University of Science and Technology
Course Linguistics and Applied Linguistics
Keywords The Outline of the Grade Vocabulary for HSK cognitive psychology semantic network enhanced Chinese vocabulary teaching for oversea students
CLC H195
Type Master's thesis
Year 2011
Downloads 46
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The Outline of the Grade Vocabulary for HSK (the Outline of HSK for short) has embodied 8822 Chinese words and phrases. There are 3061 words in only level one and level two vocabularies. It is a very difficult thing for the oversea students to remember e these vocabularies. They don’t know the inner links between Chinese vocabularies. Mastery of vocabulary has a very important role in influencing them in all aspects, such as listening, speaking, reading and writing. Therefore, the improvement of Chinese vocabularies teaching is practically significant.In this article, the arrangement of vocabulary table of level one and level two vocabularies in the Outline of HSK is based on the theory of psychology and the network analysis of semantic. The arrangement steps are: first, create small groups and put the words and phrases which are synonymous, antisense or similar in to the same group. Then use the correlation between the small groups to form bigger ones. Finally present the whole of meaning and the consecution of organization through a large meaning framework.`On the basis of the vocabulary table, this article combining the regular pattern of oversea vocabulary teaching and practical experience, proposes an enhanced teaching method for oversea students who are in the primary stage of Chinese language education. The teaching method has two stages and it divides the vocabulary table into two categories. In the first stage, a small semantic network is formed by establishing semantic links between words and phrases. In the second stage, all these vocabularies are separated by topics which are based on the use of the correlation between words and schema of thinking. Finally the vocabularies are formed into one large semantic network, which is very helpful for the oversea students to understand and remember these words.

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