THE ASSOCIATIVE TEACHING MODEL OF CHINESE AS A FOREIGN LANGUAGE IN THE FIELD OF VOCABULARY

Abstract

Vocabulary learning plays a crucial role in Chinese language teaching, and effectively using associative rules helps students to enlarge their active vocabulary. Relying solely on passive memorization often leads to poor learning outcomes, prompting teachers to consciously guide students in applying the vocabulary association method according to real-life situations during the learning process. Through practical teaching experience, the article emphasizes the significance of associating homophones, synonyms, antonyms, and other vocabulary words, while also employing the divergent associative thinking mode judiciously. The primary goal of this article is to propose innovative pedagogical approaches for Chinese language teaching. By discussing various associative methods for vocabulary teaching, the aim is to offer fresh ideas to enhance Chinese language instruction. It is evident that the associative method not only helps students to grasp the fundamental sounds, forms, and meanings but also ignites their intrinsic motivation. As their vocabulary expands, their overall listening, speaking, reading, and writing skills improve simultaneously. Employing diverse associations allows students to discern connections between words, facilitating better retention of vocabulary and increasing overall learning efficiency.