1、 Introduction

Explored the challenges of developing expression skills in second language Chinese teaching in non target language environments, and pointed out the shortcomings of existing teaching models, such as focusing on popular topics while neglecting basic vocabulary, and the lack of skill specificity in comprehensive courses. The "point line surface body" thematic word pattern developed by Zhang (2009) was proposed, emphasizing its characteristics of being word oriented, theme oriented, and functional, as well as the cyclic combination construction method, which helps to quickly expand vocabulary and improve language expression skills. The paper will delve into the characteristics, rationality, necessity, feasibility, teaching design examples, and effectiveness of this model.

2、 Theme Word Pattern Skill Training Framework

Introduced an output oriented pattern for constructing theme words, emphasizing sufficient language preparation before functional output tasks. The establishment of a thematic word library and the learning and practice of words and phrases are the foundation, and then gradually expand to paragraphs and discourse. The core concept is the combination construction method of "point line surface body", which includes the extension of language level, topic combination, and skill combination. The internal structure of the teaching unit is designed to have multiple topic loops, with varying forms and increasing difficulty of practice each time. The combination of unit sub topics forms a horizontally developing task chain, with each sub topic consisting of four steps: word and phrase learning and practice, content input, output, and fluency enhancement. The combination of unit themes reflects vertical development, achieving connection, continuity, and integration between units through comprehensive planning and goal based evaluation. The ideal layout is to gradually increase the level of content and skill requirements from shallow to deep unit themes, forming a combination and expansion cycle of related themes.

3、 The rationality and necessity of using theme words as the basis

Emphasis was placed on the core position of vocabulary in second language learning, pointing out that vocabulary is a necessary condition for the development of expressive skills, similar to the basic building materials for building a house. Second language learners often face a scarcity of vocabulary resources, which not only limits their expressive abilities but may also lead to improper word usage and language errors. In history, vocabulary teaching has not received sufficient attention, leading to deficiencies in learners' systematic learning of vocabulary. Lewis' "word based" teaching philosophy suggests that language learning should be centered around vocabulary, as vocabulary itself contains its usage rules. In addition, when learning Chinese as a second language, the specificity of its vocabulary, such as unclear word class boundaries and diverse word formation methods, makes systematic vocabulary learning particularly important.

4、 Feasibility of Theme Word Pattern: Teaching Design Example

The feasibility of the theme word pattern was explored through teaching design examples. Example 1 demonstrates the unit layout, which achieves extension and expansion within and between units through the interlocking and deepening of task chains. Example 2 focuses on the theme of "discussing cities" and adopts the training concept of "dividing first and then summarizing, breaking down each topic individually, and combining and expanding". The theme is decomposed into multiple sub topics, and word preparation and task training at the sentence and sub paragraph levels are carried out first. Then, combination and integration are carried out to achieve the development from paragraph to text.

5、 Teaching effectiveness

This demonstrates the significant effectiveness of constructing thematic word combinations in enhancing students' expression skills. After 140 hours of training, students in the beginner class can complete two proposition writing tasks within 65 minutes, with most reaching the intermediate elementary level of ACTFL and some reaching the intermediate intermediate level. Students in the intermediate and advanced classes have achieved intermediate and advanced elementary levels in descriptive skills. Through 15-20 class hours of training, students achieve breakthroughs in both quality and quantity in item description, reaching the advanced elementary level of ACTFL. After studying 7 thematic units, students are able to engage in paragraph by paragraph, specific, and effective communication with native Chinese speakers. This mode has also achieved good results in training intermediate or advanced narrative skills. Students did not experience any confusion of word meanings in the vocabulary test, and 90% of them expressed high recognition of the learning method. Teaching practice has proven that combining multisensory and multimodal exercises with functional output can transform learning activities into a proactive and dynamic development process, effectively avoiding confusion in vocabulary memory.