Etymological Method for Teaching Chinese as a Second Language

Abstract

Morpheme, context, and network teaching methods are more practical for Chinese vocabulary teaching. These teaching methods interpret and summarize vocabulary at the synchronic level and rarely involve the diachronic perspective. Based on the findings of etymological research, this academic paper argues that the etymological teaching method should be the standard for teaching vocabulary when teaching Chinese as a foreign language. This method overcomes the limitations of traditional methods. It is a progressive method and is based on synchronic research and interprets Chinese vocabulary from the diachronic level. In addition, using etymological knowledge, teachers can also teach the evolutionary track of Chinese vocabulary. Learners of Chinese, thus, will become aware of the systematic characteristics of Chinese vocabulary, and will increase their motivation and interest level. From the perspective of teaching Chinese as a second language, it is important to use a method which will help international students understand and remember Chinese vocabulary more easily. In this academic paper, the authors summarize relevant research which identifies shortcomings of various vocabulary teaching methods and propose methods which may improve the teaching methods.