The application of L2 vocabulary learning techniques in teaching Chinese as a foreign language
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This paper begins with a brief review of four groups of L2 vocabulary-teaching techniques classified by Oxford and Crookall (1990), that is, decontextualizing, semi-contextualizing, fully contextualizing, and adaptable. Then, several specific techniques (e.g. flashcard, visual imagery, physical response, physical sensation) are selected and further discussed in connection with the teaching of Chinese vocabulary for international students in China. The paper suggests that the application of certain language teaching methods in different contexts can be successful if they are carefully selected and flexibly adapted.
Abstract
This paper begins with a brief review of four groups of L2 vocabulary-teaching techniques classified by Oxford and Crookall (1990), that is, decontextualizing, semi-contextualizing, fully contextualizing, and adaptable. Then, several specific techniques (e.g. flashcard, visual imagery, physical response, physical sensation) are selected and further discussed in connection with the teaching of Chinese vocabulary for international students in China. The paper suggests that the application of certain language teaching methods in different contexts can be successful if they are carefully selected and flexibly adapted.
참고문헌 (6)
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