THE STUDY AND TEACHING STRATEGIES OF CHINESE IDIOMS BASED ON THE LEVEL SYLLABUS AND HSK EXAM
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Abstract
Chinese idioms are an important part of Chinese vocabulary. However, there are still problems in the teaching of idioms and the compilation of idioms teaching materials. The release of the “Chinese Proficiency Grading Standards for International Chinese Language Education” puts forward higher requirements for the acquisition of idioms for Chinese learners. In this research, a comparative study of the idioms in the “New Chinese Proficiency Test Outline”, HSK Level 6 Test, and “Grading Standards” was conducted in order to identify the development trends of Chinese idiom acquisition requirements. The research found that the meanings of the idioms in both the “Level Outline” and “Grading Standards” are mainly concentrated in the categories of “people” and “things”, and the number of idioms in the subcategories of “psychology, words and deeds, objects, metaphors” is significantly larger than others. However, the “Grading Standards” put forward higher requirements on the Chinese language proficiency of Chinese learners in terms of “quality” and “quantity”. At the same time, there are many idioms beyond the outline of the current HSK 6 test. In response to the above problems, we propose the following teaching strategies: (1) carry out idiom teaching and learning in a comprehensive approach from point to surface and focus on meaning; (2) learn and examine idioms across levels based on the vocabulary levels in the “Grading Standards”; (3) strengthen the teaching of Chinese morphemes and enhance students’ ability to analyze and memorize idioms; and (4) create integrated and innovative teaching materials.
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