Abstract
In the process of teaching Chinese as a foreign language, vocabulary output is an important standard to measure effects of learners’ language acquisition. This paper collects 100 questionnaires from junior and senior international students, which require respondents to list the 300 most important daily words they think should be mastered when learning Chinese. Through the induction and statistical analysis of the questionnaire results, it is found that the vocabulary output of international students follows scene clues, word category clues and part of speech clues. At the same time, the vocabulary output of international students also has certain rules and characteristics. The output vocabulary has imageability and two-syllable words are dominant. Vocabulary output has a preliminary sense of morpheme, which embodies scene concept. In addition, it also has gender difference, and follows the acquisition order.
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Acknowledgments
The work was supported by Major Program of National Social Science Foundation of China (18ZDA295); Funding Project of Education Ministry for Development of Liberal Arts and Social Sciences (16YJA740036); Top-ranking Discipline Team Support Program of Beijing Language and Culture University (JC201902); the Fundamental Research Funds for the Central Universities (18YBT03); BLCU Supported Project for Young Researchers Program (supported by the Fundamental Research Funds for the Central Universities) (19YCX047).
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Wang, X., Wang, Z. (2020). Study on the Order of Vocabulary Output of International Students. In: Hong, JF., Zhang, Y., Liu, P. (eds) Chinese Lexical Semantics. CLSW 2019. Lecture Notes in Computer Science(), vol 11831. Springer, Cham. https://doi.org/10.1007/978-3-030-38189-9_55
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DOI: https://doi.org/10.1007/978-3-030-38189-9_55
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