Application of chunk theory in teaching comprehensive chinese courses

Аннотация

In recent years, with the fermentation of "Chinese fever", the development of Chinese teaching has been promoted, and exploring new teaching methods has also become a new research hotspot, and "chunk teaching" is one of them. "Chunk" teaching was first introduced into English language teaching, and then relevant scholars gradually conducted feasibility research on the application of chunk theory to Chinese as a second language teaching. Through teaching empirical research in the past decade, scholars have found that chunk theory teaching can bring good teaching results whenteaching Chinese. Keywords:chunk; teaching method; Chinesecomprehensive course Chapter1Chunk Theory I. Definition ofChunk There is still no unified definition in the academic community for the relevant research on the interpretation and definition of "chunk". Since the two scholars Miller and Selfridge proposed the concept of "chunk" in the 1950s, there have been conceptual definitions such as "chunk", "lexical phrase", "idiom" and"plate structure". Becausescholars have different research purposes and research angles, there are different definitions. From the above definition of "chunk", wecan seethe main characteristics of"chunk": 1. Words are the basic units that constitute chunks. They are composed of two or more words. It is a language structure with strong integrity and formalization. The components of chunks cannot be divided again, otherwise the complete chunk meaning cannot be expressed in theprocess of use. 2. The semantics, form and pragmatics of chunks are unified and fixed. Since chunks have conventional meanings, the rules of formal use are fixed, and the generative theory of grammar isweakened inchunks, thelearning difficulty oflearners is reduced in thelearning process. 2.Characteristics ofchunks (I) Structural integrity As the name implies, the structural integrity of a chunk means that the chunk is structurally indivisible and expresses the specific meaning of the chunk as a whole. Since the basic unit of a chunk is a word, and the internal components are at least two words, each word that makes up the chunk cannot be missing or split or replaced, such as "not in a hurry", "scallion and tofu - clear and innocent", "borrow and return, it is not difficult to borrow again", etc. Because the chunk maintains the characteristics of integrity when used, it can be output as a whole in specific teaching, avoiding somedifficult grammatical analysis. (II) Fixed form Asa whole, achunk isstructurally indivisible. The so-called fixedform means that a chunk is used frequently and appears frequently, and its meaning is formed in a socially agreed environment. Finally, the corresponding corpus is regarded as a fixed language unit or a semi- fixed sentence structure that can be filled in according to the change of conditions. For example, "Eight Immortals Crossing the Sea - Each Showing Their Magical Powers", "Sending Charcoal in the Snow", "Treat a Dead Horse as a Living Horse", etc. These idioms as chunks will not change theirform easily during use. In addition, the order of each word that makes up the chunk will gradually become fixed during use. If the order in the chunk is changed, the meaning expressed will no longer be the content of the original chunk. For example, "Because...so...", "Not only...but also...", etc. The order of words in these chunks is fixed after grammatical refinement. When Chinese teachers Samarkand State Institute of Foreign Languages 432 ILMIYVAPROFESSIONALTA’LIMJARAYONIDAMULOQOT,FANVAMADANIYATLAR INTEGRATSIYASI teach this part, students often make mistakes by changing the order of the components in the chunk. Therefore, we should realize the fixedness of the form of language chunks, input and practice them as a complete body continuously and repeatedly, and strengthen the output of the useoflanguage chunks, which willincrease theeffectiveness ofChineseteaching. (III) Ease ofcommunication Linguistic psychologists believe that the generation and use of language chunks are related to the way language is stored in the brain, and the amount of language chunk information stored in the learner's memory will directly affect the learner's proficiency in communication and the learner's mastery of grammatical rules. This is also the psychological mechanism that learners will produce during learning. Since the language chunk will not undergo structural changes during use, the word order of the vocabulary within the language chunk is also fixed and will not change, and the language chunk is input and output as a whole, avoiding the secondary processing of the content or grammatical analysis of more complex content, saving the brain time for language information processing, and reducing the burden of working memory. Therefore, the psychological mechanism of language chunk information storage is conducive to improving students' comprehensive Chinese language ability, and the ease of extraction of the communicative function o