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The Application Boundaries of Intangible Cultural Heritage Techniques in Chinese Vocabulary Teaching: A Compatibility Analysis from the Perspective of Grounded Theory

Author(s)

Danlu Liao*

Affiliation(s)

School of Foreign Languages and Foreign Trade, Chongqing Vocational Institute of Tourism, Chongqing, China *Corresponding Author

Abstract

Under the influence of globalization and the Belt and Road Initiative, the demand for international Chinese education has surged, but traditional vocabulary teaching faces issues such as mechanical methods and limited resources. Intangible cultural heritage (ICH) techniques, as important carriers of Chinese culture, offer new possibilities for vocabulary teaching due to their cultural and practical attributes. However, existing research lacks a systematic analysis of the adaptability between these two. This study employs the grounded theory method, taking the international Chinese language classroom of a higher vocational college in Southeastern Chongqing as the research setting. It collects multi-dimensional data through interviews, classroom observations, and document analysis, and constructs a theoretical framework via open coding, axial coding, and selective coding.The results show that the application of ICH techniques in vocabulary teaching takes “cultural experience” as its core boundary, forming a “driving-interaction-effect” model. External drivers (atmosphere, opportunities, incentives) and internal drivers (motivation, ability) interact bidirectionally, ultimately achieving three-dimensional effects: vocabulary mastery, application, and cultural understanding. Adaptability analysis indicates that ICH techniques need to be compatible with teaching objectives, learners' cultural backgrounds and cognitive levels, as well as teaching environments and resources. Accordingly, innovative application methods are proposed: integrating modern technology, adopting project-based learning, deepening cultural immersion design, and constructing a dynamic evaluation system. This study provides new ideas and methods for the practice of international Chinese vocabulary teaching and also offers a reference for the integration of living heritage transmission and language education.

Keywords

Intangible Cultural Heritage; Chinese Vocabulary Teaching; Grounded Theory; Application Boundaries; Adaptability

References

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