The Application of the Production-Oriented Approach in Vocabulary Teaching for Elementary Comprehensive Chinese Courses in Thailand

Abstract

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.