{"id":4172,"date":"2026-06-23T12:59:15","date_gmt":"2026-06-23T10:59:15","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4172"},"modified":"2026-06-23T12:59:16","modified_gmt":"2026-06-23T10:59:16","slug":"riseafrica-v2i1-11","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v2i1-11\/","title":{"rendered":"A study on Chinese Vocabulary Teaching in the First Year of High School in Cameroon \u5580\u9ea6\u9686\u9ad8\u4e2d\u4e00\u5e74\u7ea7\u6c49\u8bed\u8bcd\u6c47\u6559\u5b66\u7814\u7a76"},"content":{"rendered":"<p class=\"wp-block-paragraph\"><strong>NAMA Didier Didier<sup>1<\/sup>,  Du Fei<sup>2<\/sup><\/strong><br><sup>1<\/sup><em><em>Charg\u00e9 de cours \u00e0 l\u2019\u00c9cole Normale Sup\u00e9rieure de l\u2019Universit\u00e9 de Yaound\u00e9 I ; Inspecteur P\u00e9dagogique National de chinois \u2013 MINESEC Cameroun ; Vice-pr\u00e9sident de la Soci\u00e9t\u00e9 Internationale de l\u2019Enseignement du Chinois (SIEC), sous tutelle du Minist\u00e8re chinois de l\u2019\u00c9ducation<\/em><\/em><br><em><sup>2<\/sup><em>ENS-Universit\u00e9 de Maroua<\/em><\/em><br>Rise Africa, Vol. 2, No. 1 (2026), pp. 249-267<br>ISSN : 3105-5311<\/p><div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\"><div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"http:\/\/www.afrikaeducation.com\/wp-content\/uploads\/2026\/05\/Rise-Africa-11-A-study-on-Chinese-Vocabulary-Teaching-in-the-First-Year-of-High-School-in-Cameroon-1.pdf\">T\u00e9l\u00e9charger le PDF<\/a><\/div><\/div><p class=\"wp-block-paragraph\">\u6458\u8981\uff1a\u8bcd\u6c47\u6559\u5b66\u662f\u6c49\u8bed\u4f5c\u4e3a\u5916\u8bed\u6559\u5b66\u7684\u6838\u5fc3\u73af\u8282\uff0c\u5bf9\u4e8e\u7f3a\u4e4f\u6c49\u5b57\u8ba4\u77e5\u57fa\u7840\u7684\u975e\u6c49\u5b57\u6587\u5316\u5708\u5b66\u4e60\u8005\u800c\u8a00\u5c24\u4e3a\u5173\u952e\u3002\u672c\u7814\u7a76\u4ee5\u5580\u9ea6\u9686\u9ad8\u4e2d\u4e00\u5e74\u7ea7\u6c49\u8bed\u8bcd\u6c47\u6559\u5b66\u4e3a\u7814\u7a76\u5bf9\u8c61\uff0c\u4ee5\u4e3b\u52a8\/\u88ab\u52a8\u8bcd\u6c47\u7406\u8bba\u4e3a\u6838\u5fc3\u6846\u67b6\uff0c\u501f\u9274Nation\uff082001\uff0c2022\uff09\u63d0\u51fa\u7684\u8bcd\u6c47\u77e5\u8bc6\u00bb\u5f62\u5f0f\u2014\u610f\u4e49\u2014\u4f7f\u7528\u00bb\u4e09\u7ef4\u6a21\u578b\uff0c\u5bf9\u672c\u571f\u6559\u6750\u300a\u6211\u7231\u4e2d\u65872\u300b\u7b2c1\u201410\u8bfe\u5171150\u4e2a\u751f\u8bcd\u4ece\u8bcd\u6c47\u7b49\u7ea7\u3001\u6784\u8bcd\u900f\u660e\u5ea6\u3001\u8bcd\u6027\u4e0e\u8bcd\u957f\u56db\u4e2a\u7ef4\u5ea6\u8fdb\u884c\u7cfb\u7edf\u5206\u6790\u3002\u7814\u7a76\u53d1\u73b0\uff1a\u8d85\u7eb2\u8bcd\u5360\u603b\u91cf\u768424%\uff0c\u4e2d\u9ad8\u7ea7\u8bcd\u6c47\u5408\u8ba1\u8fbe41.3%\uff1b\u534a\u900f\u660e\u8bcd\u4e0e\u4e0d\u900f\u660e\u8bcd\u5408\u8ba1\u8fd1\u56db\u6210\uff1b\u4e09\u97f3\u8282\u53ca\u4ee5\u4e0a\u8bcd\u6c47\u7ea6\u536024%\uff0c\u6559\u6750\u6574\u4f53\u8bcd\u6c47\u96be\u5ea6\u504f\u9ad8\u3002\u5728\u6b64\u57fa\u7840\u4e0a\uff0c\u672c\u7814\u7a76\u63d0\u51fa\u4e3b\u52a8\/\u88ab\u52a8\u8bcd\u6c47\u533a\u5206\u7684\u56db\u6761\u64cd\u4f5c\u6027\u539f\u5219\u2014\u2014\u8bcd\u6c47\u7b49\u7ea7\u9002\u5207\u6027\u3001\u6784\u8bcd\u900f\u660e\u5ea6\u3001\u5355\u5143\u4ea4\u9645\u529f\u80fd\u548c\u5b57\u5f62\u52a0\u5de5\u8d1f\u8377\uff0c\u5e76\u4ee5\u7b2c7\u8bfe\u4e3a\u4f8b\u8fdb\u884c\u4e86\u793a\u8303\u9a8c\u8bc1\u3002\u672c\u7814\u7a76\u7684\u4e3b\u8981\u521b\u65b0\u5728\u4e8e\uff1a\u5c06\u6784\u8bcd\u900f\u660e\u5ea6\u5f15\u5165\u6c49\u8bed\u6559\u6750\u8bcd\u6c47\u5206\u6790\u6846\u67b6\uff0c\u5e76\u7ed3\u5408\u5580\u9ea6\u9686\u5b66\u4e60\u8005\u7684\u6cd5\u82f1\u8bed\u80cc\u666f\uff0c\u5bf9\u4f20\u7edf\u6bcd\u8bed\u8005\u89c6\u89d2\u4e0b\u7684\u5224\u65ad\u6807\u51c6\u8fdb\u884c\u672c\u571f\u5316\u8c03\u6574\uff0c\u5f15\u5165\u8de8\u8bed\u8a00\u8bed\u97f3\u900f\u660e\u5ea6\u7ef4\u5ea6\uff0c\u4f7f\u5206\u6790\u7ed3\u679c\u66f4\u8d34\u8fd1\u76ee\u6807\u5b66\u4e60\u8005\u7684\u5b9e\u9645\u8ba4\u77e5\u8d1f\u8377\u3002\u7814\u7a76\u7ed3\u8bba\u53ef\u4e3a\u5580\u9ea6\u9686\u4e43\u81f3\u975e\u6d32\u5176\u4ed6\u5730\u533a\u56fd\u9645\u4e2d\u6587\u6559\u5e08\u63d0\u4f9b\u53ef\u64cd\u4f5c\u7684\u8bcd\u6c47\u6559\u5b66\u51b3\u7b56\u4f9d\u636e\u3002<\/p><p class=\"wp-block-paragraph\">\u5173\u952e\u8bcd\uff1a\u6c49\u8bed\u8bcd\u6c47\u6559\u5b66\uff1b\u4e3b\u52a8\/\u88ab\u52a8\u8bcd\u6c47\uff1b\u6784\u8bcd\u900f\u660e\u5ea6\uff1b\u300a\u6211\u7231\u4e2d\u65872\u300b\uff1b\u5580\u9ea6\u9686<\/p><p class=\"wp-block-paragraph\"><strong>Abstract<\/strong><br><em>This research examines the impact of audiovisual media, particularly sung poetry, on the teaching and learning of Chinese as a foreign language. Conducted with 50 third- and fourth-year students at the Higher Normal School of the University of Maroua (Cameroon),<em>Vocabulary instruction is central to Chinese as a Foreign Language (CFL) teaching, particularly for learners from non-Chinese-character cultural backgrounds who lack prior exposure to Chinese characters. This study investigates vocabulary teaching for first-year senior high school students in Cameroon, using the active\/passive vocabulary distinction as its theoretical core and drawing on Nation\u2019s (2001, 2022) three-dimensional model of vocabulary knowledge (form, meaning, and use). A systematic analysis of 150 target words from Lessons 1\u201310 of the locally developed textbook W<\/em>\u01d2<em>\u00c0iZh\u014dngw\u00e9n 2 was conducted across four dimensions: vocabulary level, morphological transparency, part of speech, and word length. Results show that 24% of target words exceed the prescribed vocabulary level, words at the middle-to-advanced level account for 41.3% in total, words with semi-transparent or opaque morphology account for nearly 40%, and trisyllabic or longer words comprise approximately 24%\u2014indicating an overall high difficulty load. On this basis, four operational principles for distinguishing active from passive vocabulary are proposed: level appropriateness, morphological transparency, communicative function within the unit, and orthographic processing load. These principles are illustrated through an analysis of Lesson 7. A key contribution lies in the localization of the morphological transparency framework: the traditional native-speaker-oriented standard is adjusted to incorporate cross-linguisticphonological transparency, better reflecting the actual cognitive load of Francophone and Anglophone learners in Cameroon. The findings offer practical guidance for vocabulary teaching decisions in Cameroon and across other African contexts where Chinese is taught as a foreign language.<\/em><br>the study adopts a mixed-methods comparative experimental design. The findings indicate that audiovisual supports play a crucial role: they enhance learner motivation, facilitate listening comprehension, improve pronunciation (especially tone mastery), and accelerate content memorization. The use of classical Chinese poems set to music proved significantly more effective than traditional teaching without digital tools. Nevertheless, this approach faces limitations related to technical constraints (unstable internet access, insufficient equipment) and pedagogical challenges specific to the Cameroonian context. The study concludes on the need to further integrate ICT into Chinese language teaching while strengthening infrastructure and teacher training.<\/em><\/p><p class=\"wp-block-paragraph\"><strong>Keywords<\/strong><br><em><em><em><em>Chinese vocabulary instruction; active\/passive vocabulary; morphological transparency; W<\/em>\u01d2<em>\u00c0iZh\u014dngw\u00e9n 2; Cameroon<\/em><\/em><\/em><\/em><\/p><p class=\"wp-block-paragraph\"><strong>R\u00e9f\u00e9rences bibliographiques<\/strong><br>\u767d\u4e50\u6851(Bellassen, J.\uff09.\uff082002\uff09. \u6c49\u8bed\u8bed\u8a00\u6587\u5b57\u542f\u8499(M\u00e9thoded\u2019initiation \u00e0 la langue et \u00e0 l\u2019\u00e9criture chinoises\uff09. \u534e\u8bed\u6559\u5b66\u51fa\u7248\u793e.<br>\u9648\u5b8f, \u5218\u6167\u4f73, &amp;\u4f73\u59ae. (2025). \u5580\u9ea6\u9686\u4e2d\u6587\u6559\u80b2\u672c\u571f\u5316\u53d1\u5c55\uff1a\u6a21\u5f0f\u3001\u7279\u8272\u53ca\u5bf9\u7b56. \u8bed\u8a00\u6587\u5b57\u5e94\u7528, (2025\uff081\uff09).<br>\u90dd\u7f8e\u73b2, &amp;\u5f20\u4f1f. (2006). \u8bed\u7d20\u610f\u8bc6\u5728\u7559\u5b66\u751f\u6c49\u5b57\u5b66\u4e60\u4e2d\u7684\u4f5c\u7528. \u6c49\u8bed\u5b66\u4e60, (2006\uff081\uff09).<br>\u738b\u6625\u8302, &amp;\u5f6d\u8043\u9f84. (1997). \u5408\u6210\u8bcd\u52a0\u5de5\u4e2d\u7684\u8bcd\u9891\u3001\u8bcd\u7d20\u9891\u7387\u53ca\u8bed\u4e49\u900f\u660e\u5ea6. \u5fc3\u7406\u5b66\u62a5, 31(3).<br>\u5434\u5f3a. (2022). \u5580\u9ea6\u9686\u4e2d\u6587\u6559\u80b2\u53d1\u5c55\u5386\u7a0b\u4e0e\u5e08\u8d44\u5efa\u8bbe. \u56fd\u9645\u6c49\u8bed\u6559\u5b66\u7814\u7a76, 33(2022\uff081\uff09).<br>\u6613\u7ef4. (2022). \u4e2a\u4f53\u5dee\u5f02\u56e0\u7d20\u5bf9\u4f34\u968f\u6027\u4e60\u5f97\u6c49\u8bed\u590d\u5408\u8bcd\u7684\u5f71\u54cd. \u6c49\u8bed\u5b66\u4e60, (2022\uff086\uff09).<br>Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303\u2013317. https:\/\/doi.org\/10.1017\/S0272263199002089.<br>Laufer, B., &amp; Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365\u2013391. https:\/\/doi.org\/10.1111\/0023-8333.00046.<br>Nama, D.D. (2025). Syst\u00e8me graphique du chinois et incidence m\u00e9thodologique sur l\u2019enseignement\/apprentissage de la r\u00e9ception et de la production \u00e9crite au premier cycle du secondaire. In\u00a0 Nama, D.D., Mvogo Mbassi, T. &amp; Bikitik, H.M. (2025). RISE Africa. 1 (1), 77-100.<br>Nation, I. S. P. (2022). Learning vocabulary in another language. Cambridge University Press. https:\/\/doi.org\/10.1017\/9781009093873.<\/p><p class=\"wp-block-paragraph\"><strong>Comment citer cet article ? <\/strong><br>NAMA D. D. , Du Fei. (2026). A study on Chinese Vocabulary Teaching in the First Year of High School in Cameroon \u5580\u9ea6\u9686\u9ad8\u4e2d\u4e00\u5e74\u7ea7\u6c49\u8bed\u8bcd\u6c47\u6559\u5b66\u7814\u7a76. In Nama, D.D., (\u00c9d.), <em>L\u2019enseignement du chinois au Cameroun : enjeux sociopolitiques, innovations didactiques et perspectives africaines.<\/em> Rise Africa, 2(1), 249-267.<\/p>","protected":false},"excerpt":{"rendered":"<p>NAMA Didier Didier1, Du Fei21Charg\u00e9 de cours \u00e0 l\u2019\u00c9cole Normale Sup\u00e9rieure de l\u2019Universit\u00e9 de Yaound\u00e9 I ; Inspecteur P\u00e9dagogique National de chinois \u2013 MINESEC Cameroun ; Vice-pr\u00e9sident de la Soci\u00e9t\u00e9 Internationale de l\u2019Enseignement du Chinois (SIEC), sous tutelle du Minist\u00e8re [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4172","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4172","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/comments?post=4172"}],"version-history":[{"count":1,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4172\/revisions"}],"predecessor-version":[{"id":4175,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4172\/revisions\/4175"}],"wp:attachment":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/media?parent=4172"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}