Application of Source Analysis in Teaching Chinese as a Foreign Language
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In the teaching of Chinese as a foreign language, the most important link is the teaching of Chinese vocabulary. As one of the elements of teaching Chinese as a foreign language, vocabulary runs through all teaching stages and is included in various course types, and is in a pivotal position. After a period of study, it is easy for students to enter a "plateau area" of vocabulary learning. Therefore, it is particularly important for teachers to adopt appropriate teaching methods to overcome the "bottleneck period" of students' vocabulary learning. In the paper, on the basis of previous research, trying to explore the Chinese etymology theory applied to the foreign Chinese vocabulary teaching, through the comparative analysis of speech and semantic, the common source word together, can effectively help students to understand the connection between the Chinese words and the invisible meaning of words, so as to achieve the purpose of expanding students vocabulary.
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