词语教学是汉语教学的重要部分，汉语学习者只有积累了足够的词语，才能在交际时产出得体的句子。对于非目的语国家的零基础成人来说，他们缺少在日常生活中通过与中国人进行交际来增加词语总量的机会。因而本文基于笔者在总统学院成人零基础B班的教学实践，以在教学中总结出兼具普遍性与班级学生特殊性的课堂词语扩展教学主题及其内部所包含的具体词语为出发点，对以下内容进行了研究：

本文共分为五章。第一章叙述了本文的选题缘起、研究目的及意义、研究内容及方法，同时通过梳理国内外词语教学的研究现状总结出了本研究中所需的词语教学方法及教学原则。

第二章对本文的研究设计进行了前端分析，详细介绍了笔者任教国、任教孔院、任教教学点、教学对象的情况。通过对比《新实用汉语课本》第一册词语与《大纲》词语之间的异同大致了解了《新实用汉语课本》第一册词语在《大纲》中所处的等级，并筛选出了其中缺失的一级词，作为本研究中词语扩展的其中一类。通过向学生发放问卷了解了学生的背景信息及对词语扩展内容、展示方式、教学方法的需求与态度，同时结合对同课型教师的访谈确定了以主题的形式进行词语扩展。

第三章对词语扩展教学给出了具体的教学设计，并分别展示了两个成功案例与两个失败案例。笔者将词语扩展主题按照出现的顺序对第一课至第九课的内容进行了逐一的说明。教学设计包括教学目标、扩展主题、展示方式、扩展理由等内容，力求为同课型新任教师提供一定的教学参考。

第四章向学生发放问卷并进行期末考试，对学生一学年的词语扩展教学学习效果进行了主观与客观相结合的评估。同时再次对同课型教师进行访谈，获得了来自教师角度的教学效果评估，即教学设计总体上较为合理，主题与词语的选择符合学生交际需要，能够起到对新任同课型教师提供参考的效果，但同时也存在一定的小瑕疵，如在普遍性与特殊性结合上还需要进一步斟酌，将具体词语进行调整后会更符合阿塞拜疆国情。

第五章基于前四章的内容，对研究给出了相应的教学建议并对本研究的价值及不足之处进行了反思，希望能在阿塞拜疆成人零基础词语扩展教学方面给同课型新任志愿者和研究者们提供一定的教学参考。

In Chinese language teaching, the teaching of words is a very important part. Only with a certain amount of accumulated vocabulary can students produce semantic, pragmatic and grammatical sentences for communication. For adults with no basic knowledge of Chinese who are not from the target language, they lack the ability to communicate with Chinese people in their daily lives. Therefore, based on the author's teaching practice at the Azerbaijan State Management Institute under the President of Azerbaijan, this paper summarizes the content and design of the teaching of vocabulary expansion in the form of theme in the actual teaching process with the adult students of Beginning Level Class B as the object of the study, in order to provide the subsequent teachers of the same type of class with the idea and basis of the reference of word expansion.

This paper is divided into five chapters. The first chapter describes the origin of the topic of this paper, the purpose and significance of the study, the content and method of the study, and at the same time summarizes the word teaching methods and teaching principles needed in this study by sorting out the current status of research on word teaching in China and abroad.

Chapter 2 provides a front-end analysis of the research design of this paper, describing in detail the situation of the author's teaching country, Confucius Institute, university, and the situation of the target audience. By comparing the similarities and differences between the words in Book 1 of the New Practical Chinese Textbook and the words in the New Chinese Language Proficiency Examination (NCLPE), we have roughly understood the level of the words in Book 1 of the New Practical Chinese Textbook in the syllabus, and screened out the missing Level 1 words, which will be used as a category of the word extensions in the present study. A questionnaire was distributed to the students to understand their background information and their needs and attitudes towards the content, presentation, and teaching methods of the word extensions, and a thematic approach to the word extensions was also determined through interviews with teachers of the same type of course.

Chapter 3 gives a specific instructional design for teaching word expansion and shows two success stories and two failure stories. Explaining the content of the first to the ninth lessons one by one in the order of appearance of the word expansion theme. The teaching design includes teaching objectives, extension themes, presentation methods, reasons for extension, etc. It aims to provide certain teaching references for new teachers of the same type of course.

Chapter 4, a questionnaire was distributed to the students and a final examination was conducted to assess the learning effectiveness of the students' word extension teaching in the academic year, both subjectively and objectively. At the same time, the same-type teachers were interviewed again, and the assessment of the teaching effect from the teachers' point of view was obtained, that is, the teaching design is generally reasonable, the selection of themes and words meets the students' communicative needs, and it can serve as a reference for the new teachers of the same type of class, but at the same time there are some minor defects, for example, it is necessary to consider the combination of universality and specificity, and the selection of specific words will be more in line with the national conditions of Azerbaijan after adjustment. The selection of specific words will be more in line with the national conditions of Azerbaijan after adjustment.

Chapter 5 summarizes and reviews the study based on the first four chapters and gives recommendations for teaching accordingly. It also reflects on the value and shortcomings of the study in the hope of providing some pedagogical references to new volunteers and researchers of the same type of class in teaching beginning level vocabulary extension to adults in Azerbaijan.