The Application of the Production-Oriented Approach in Vocabulary Teaching for Elementary Comprehensive Chinese Courses in Thailand
Keywords:
Production-Oriented Approach, Elementary Comprehensive Course, Vocabulary Teaching, Teaching ApplicationAbstract
Guided by the theory of the Production-Oriented Approach, this study focuses on the Chinese major students at University of Phayao in Thailand, designing and applying a teaching approach to the vocabulary section of Lesson 13 in Developing Chinese: Elementary Comprehensive II. The research employs literature review, survey analysis, and statistical methods to explore the practical value of the Production-Oriented Approach in Chinese language teaching in Thailand. Teaching performance was evaluated through comparative analysis of test scores and questionnaire surveys, with data processed using SPSSPRO statistical software. The results indicate that, compared to traditional vocabulary teaching methods, the Production-Oriented Approach demonstrates significant advantages and leads to more effective teaching outcomes. Based on these findings, this study provides specific suggestions for vocabulary instruction in elementary-level comprehensive courses, focusing on teaching design, teacher capacity building, textbook selection, and teaching assessment. These recommendations aim to offer new insights for future research on international Chinese teaching in Thailand.
References
Bian, X. (2020). Action research on the teaching of Hungarian primary Chinese comprehensive course based on the Production-oriented Approach [Unpublished master’s thesis]. Beijing Foreign Studies University. (in Chinese)
Center for Language Education and Cooperation. (2021). International Chinese Education Chinese Proficiency Standards (GF0025-2021). Beijing Language and Culture University Press. (in Chinese)
Chen, X. L. (2022). Optimization of metalanguage in professional Chinese vocabulary teaching for preparatory students coming to China. Language and Translation, 2022(04), 69–74.
Ding, Y. (2007). On vocabulary teaching at the elementary stage of Chinese language learning. Journal of Language Studies, 2007(S1), 159–161. (in Chinese)
Gui, J., & Ji, W. (2018). Adapting teaching materials for POA use. Chinese Teaching in the World, 32(04), 546–554. (in Chinese)
Klineam, W., & Usaha, W. (2019). The difficulties in teaching and learning Chinese vocabulary in Thailand. Journal of Language Teaching and Research, 10(6), 1243–1252.
Li, Q. (2011). Theories and methods of teaching Chinese comprehensive courses. Beijing University Press. (in Chinese)
Li, X. Q. (2006). Research on teaching Chinese comprehensive courses as a foreign language. The Commercial Press. (in Chinese)
Li, Z. (1998). On vocabulary teaching in comprehensive courses at the elementary level. Chinese Teaching in the World, 1998(03), 72–75. (in Chinese)
Liu, X. (2000). Introduction to Chinese as a foreign language education. Beijing Language and Culture University Press. (in Chinese)
Song, M. K. (2020). A study on the application of Production-Oriented Approach in the argumentative writing teaching of TCFL [Unpublished master’s thesis]. Shandong Normal University. (in Chinese)
Song, Y. M. (2018). The application of the Production-Oriented Approach in oral Chinese teaching [Unpublished master’s thesis]. Beijing Foreign Studies University. (in Chinese)
Sun, Y., & Zhou, J. J. (2022). A study on the effectiveness of the cognitive metonymy ability in teaching Chinese vocabulary to speakers of other languages. TCSOL Studies, 2022(03), 30–38. (in Chinese)
Wang, S., & Liu, J. Y. (2020). The application of multimodal discourse analysis in international Chinese vocabulary teaching. Chinese Language Learning, 2020(06), 85–96. (in Chinese)
Wang, T. T. (2021). Teaching design of intermediate Chinese comprehensive courses based on the Production-Oriented Approach [Unpublished master’s thesis]. Heilongjiang University. (in Chinese)
Wen, Q. F. (2015). Developing a theoretical system of Production-Oriented Approach in language teaching. Foreign Language Teaching and Research, 47(04), 547–558. (in Chinese)
Wen, Q. F. (2018). The Production-Oriented Approach in teaching Chinese as a second language. Chinese Teaching in the World, 32(03), 387–400. (in Chinese)
Xu, X. Y., & Wu, Y. Y. (2016). Exploring a new mode of teaching Chinese writing from the perspective of Production-Oriented Approach. TCSOL Studies, 2016(04), 50–60. (in Chinese)
Zhang, R. M. (2008). Methods of vocabulary teaching for TCSL. Journal of Dali University, 7(11), 28–31. (in Chinese)
Zhao, J. M. (2012). Collected papers on international Chinese education. Beijing Language and Culture University Press. (in Chinese)
Zhu, Y., & Bai, X. (2019). Evaluating the attainment of productive objectives through the use of POA teaching materials. Chinese Teaching in the World, 33(01), 95–103. (in Chinese)
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2025 Journal of Sinology (วารสารจีนวิทยา)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles in this journal are copyrighted by the x may be read and used for academic purposes, such as teaching, research, or citation, with proper credit given to the author and the journal.use or modification of the articles is prohibited without permission.
statements expressed in the articles are solely the opinions of the authors.
authors are fully responsible for the content and accuracy of their articles.
other reuse or republication requires permission from the journal."
