The Research of Vocabulary Analysis from the Thai Universities Primary Chinese Teaching Materials
|Keywords||Teaching Chinese as a second language the Thai University primary Chinese teaching material vocabulary analysis|
This article is based on six sets of Primary Chinese Teaching material from selected Thai Universities, by using statistic mathematic method on all Chinese vocabulary from these materials became the database for the objective studies. By compare and contrast, analyzing and having discussion on each set of teaching materials as methodology for this article. To find out the common ground and diversity on these materials, and then comment on specific aspects should these be carrying forward or abandoned. It is believed this article as a reference would give certain influence on domestic compilation of Primary Chinese Teaching material, as well as impact on carrying Chinese teaching development forward in Thailand.Take on "Localization" education materials as teaching principles and starting point, this article is looked this at both "quantity" and "quality" aspects. From "quantity" point of view, factors to be unified such as educational system, time spend on study etc. An educational teaching compilation for a class should be controlled the "quantity" in between 800 to 1000 words as the best scope. However, for self-study educational compilation could be adjusted accordingly bases on specific situation. At the same time, this would require the awareness on the quantity of new vocabulary in every lesson, which may take consideration by scheduling a lesson into two sections or more to separate the amount of new vocabulary for students, which reduces psychological burden on studying.From "quality" point of view, editors of Primary Chinese Teaching material for Thai Universities should pay attention to: distributing new vocabulary into different levels and based on everyday vocabulary as primary source. At this teaching stage, vocabulary at third, fourth levels from " Chinese Proficiency Glossary And Chinese character Rank Program" and words out of the program range are not suitable to be shown too often, due to these would affect everyday vocabulary proportion by comparison, as well as increased the level of difficulty at vocabulary in teaching material. Sorting vocabulary into different groups should be matching with uses of Chinese in real life, base on noun, verb and adjective as primarily groups, also pay attention to other types of vocabulary, particularly "pronoun" and "numeral" in teaching. In addition, according to text content requirement, may consider selecting some combination of words, such as phrase, proverb etc., but must in control with certain quantity; pay attention to advance vocabulary proportion by comparing with other types. Taking considerations on teaching Chinese culture, Thai student’s psychological characteristic, cultural background, the actual need of indigenous language communication, Chinese teaching material from Thai University primary may include some intermediate or advance vocabulary, for examples, proper noun, Thai Chinese linguistic vocabulary and expressions and Chinese neoterism etc. However, these vocabularies must be selective. For those Primary Chinese teaching materials were selects by Thai University, it would be recommended to include the Chinese vocabularies within the material, which words are having same meaning but using differently by Thai-chinese and Mandarin. On the other hand, it requires paying attention to problems such as putting new vocabulary into right order, labelling lexical category, wrong Pinyin labelling, repeating vocabulary, avoiding inconsistent between vocabulary list from teaching material and main vocabulary list and so on. Any improvement could be made requires your full attention.