1、 Introduction

Emphasis was placed on the core role of vocabulary in the acquisition of Chinese as a second language, and it was pointed out that the vocabulary level in the "International Chinese Language Education Chinese Proficiency Level Standards" has reached a historical high. Explored two teaching modes, vocabulary clustering presentation and topic task orientation, and their advantages in vocabulary acquisition. The 'Level Standards' use topic task content as a Chinese proficiency description element, but there are problems with broad topic content and a lack of topic word clusters in the vocabulary. This study aims to construct a comprehensive thematic framework to achieve thematic reconstruction of word lists, in order to improve the quality of vocabulary teaching driven by topic tasks.

2、 The role and conditions of vocabulary topic clustering presentation

Explored the role and implementation conditions of vocabulary topic clustering in second language learning. Semantic clustering and topic clustering are two different ways of presenting vocabulary. The former reflects the way information is stored in the brain, while the latter is based on co-occurrence relationships and helps with vocabulary learning. To achieve topic clustering, it is necessary to construct a topic framework closely related to the topic task. The Chinese teaching standards and syllabus at home and abroad provide rich topic content, but there are problems such as inconsistent classification standards and unclear topic levels. The 48 topics in the International Chinese Language Education Chinese Proficiency Level Standards need to be further refined and clarified. Building a topic vocabulary list that matches the 'Level Standards' is an important foundational task in Chinese vocabulary teaching.

3、 Construction of a classification framework for topic word lists

This article elaborates on the process of constructing a classification framework for the thematic reconstruction of the International Chinese Language Education Chinese Proficiency Level Standards vocabulary, including five main steps: exhaustive topic listing, preliminary determination of primary and secondary topic items, manual classification and framework adjustment, second manual classification and topic fine-tuning, and third manual classification to complete the vocabulary reconstruction. The construction principles revolve around four core issues: framework structure, topic types, node settings, and difficulty grading.

4、 Topic clustering of the vocabulary in the "Grade Standards"

Explored the thematic reconstruction method of the vocabulary in the International Chinese Language Education Chinese Proficiency Level Standards. The generation of a keyword list is mainly achieved through two methods: word clustering algorithms and manual classification. Among them, manual classification methods require operators to have professional backgrounds due to subjectivity. In the process of subjectification, determining the scope and classification principles of theme words is crucial. Theme words are divided into topic words and pan topic inscriptions, emphasizing the co-occurrence and collocation of words within the outline, and supplementing common language chunks related to the theme. At the same time, it is necessary to appropriately supplement non essential words that are closely related to the theme, but their quantity should be controlled. The principle of topic classification includes allowing the same word to be classified into different topics, combining semantic and combinatorial relationships within word groups, and providing two ways of arranging word levels and semantic categories. These principles aim to ensure the independence and internal integrity of the keyword group, and meet the needs of different users.

5、 Teaching Application of Theme Vocabulary List

Explored the teaching application of the vocabulary in the "International Chinese Language Education Chinese Proficiency Level Standards" after thematic reconstruction. The construction of a thematic vocabulary list provides a topic and task centered framework for vocabulary teaching, especially suitable for intermediate and advanced stage vocabulary teaching. In the implementation of teaching, teachers need to select targeted topics, design diversified tasks, and intervene in the entire process of vocabulary based on teaching objectives and objects. The selection and secondary processing of topic content include topic selection, supplementation, focusing, and integration. When designing multiple types of tasks and situations, teachers need to design specific tasks of different text types and situations within the topic framework to cover the words of the theme. The theme word group is involved in the entire process of each stage of the task. Teachers should use the level annotation of the theme word list to select "familiar words" for presentation, provide a complete theme word group as a "scaffold", help students find and select words, and expand their expression content through rich theme word inspiration. In the post task stage, teachers lead students to focus on the vocabulary used in the task, strengthen the formation of a vocabulary network, let students see their own vocabulary knowledge gaps, generate autonomous learning motivation, and extend vocabulary learning beyond the classroom.

6、 Conclusion

This chapter summarizes the achievements of topic based reconstruction of vocabulary in the "Level Standards" under the drive of topic tasks, establishes a comprehensive and hierarchical topic framework, reclassifies vocabulary into topic word groups, and provides support for vocabulary teaching, textbook development, and teaching resource construction. The importance of topic task driven and evidence-based cognitive intervention in vocabulary teaching was emphasized, and it was pointed out that vocabulary teaching should be combined with sentence structure ability and pragmatic ability. Summarizing typical topic sentence structures and stylistic features is a valuable research direction.