Research on the discourse construction ability of overseas students in Chinese universities based on Chinese language as a second language teaching

Abstract

Vocabulary plays an important role in Chinese teaching. From the perspective of language teaching, vocabulary is not only an important carrier of language functions, but also bears the unique culture of a nation. From the characteristics of Chinese, function words, the way of word formation of Chinese words and the uniqueness of Chinese characters determine the importance of Chinese vocabulary learning. The level of vocabulary acquisition is directly related to the overall acquisition level of learners. The tolerance of vocabulary bias in the communicative process is lower than that of grammar bias. Meanwhile, the size of vocabulary mastered by second language learners is often one of the important criteria to measure their language ability. The integrated vocabulary teaching model is a conceptual innovation for the teaching of Chinese as a second language vocabulary. It defines the concept, purpose, principle and framework of the model for the first time, which is instructive to the classroom teaching of Chinese as a second language vocabulary and the compilation of textbooks, and also provides a reference for the follow-up research of integrated vocabulary teaching.