本文選題：馬來(lái)西亞 + 華語(yǔ)��； 參考：《華中師范大學(xué)》2016年博士論文

【摘要】：馬來(lái)西亞獨(dú)立至今已約有59年歷史。縱然華裔占了大約25%人口,并且依然保留一套完善的華文教育,華裔一般也以華語(yǔ)進(jìn)行會(huì)話、溝通,可是華語(yǔ)并沒(méi)有因此成為其他族群爭(zhēng)相學(xué)習(xí)的語(yǔ)言。作為第二語(yǔ)言教學(xué),華語(yǔ)的發(fā)展總體而言是緩慢的。但是,近年來(lái),中國(guó)崛起所帶動(dòng)的漢語(yǔ)熱,以及為了找到更好的工作、方便未來(lái)在職場(chǎng)上與客戶溝通、與說(shuō)華語(yǔ)的朋友交流等工具性兼融合性的因素,馬來(lái)西亞正醞釀一股學(xué)習(xí)華語(yǔ)的熱潮。華語(yǔ)作為第二語(yǔ)言教學(xué)在國(guó)立大學(xué)萌芽于20世紀(jì)70年代初,始于馬來(lái)亞大學(xué)和國(guó)民大學(xué),規(guī)模小,學(xué)生人數(shù)不多。發(fā)展至今,馬來(lái)西亞的20所國(guó)立大學(xué)均已開設(shè)華語(yǔ)課程。不論是政府單位抑或私立機(jī)構(gòu)的語(yǔ)言教學(xué),都需要優(yōu)質(zhì)且適用于本土的語(yǔ)言教材。語(yǔ)言學(xué)習(xí)、語(yǔ)言輸出,骨干均在于對(duì)該語(yǔ)言字詞的掌握。因此,教材的字詞選編研究必然對(duì)馬來(lái)西亞學(xué)生學(xué)習(xí)華語(yǔ)的成效起到積極的作用。本文以瑪拉工藝大學(xué)華語(yǔ)課程所使用的教材《華語(yǔ)入門》第1-3冊(cè)為研究對(duì)象,主要原因是該教材在國(guó)立大專院校中是使用人數(shù)最多的；也基于該套教材已經(jīng)過(guò)多次修改再版,整體而言是各大專院校所使用的教材中發(fā)展相對(duì)成熟的。借由深入考察該教材字詞選編的合宜性,總結(jié)歸納馬來(lái)西亞華語(yǔ)作為第二語(yǔ)言教材字詞選編須要考慮的事項(xiàng)。本研究先為研究對(duì)象和參照對(duì)象建立語(yǔ)料庫(kù),然后使用Sketch Engine進(jìn)行分詞并另外再給予人工干預(yù),最后使用HZ_Freq和Excel進(jìn)行所有字詞統(tǒng)計(jì)與比對(duì)。主要統(tǒng)計(jì)研究對(duì)象的字量和字頻、詞量和詞頻、漢字和詞語(yǔ)的復(fù)現(xiàn)與分布；比對(duì)的主要是研究對(duì)象和參照對(duì)象的字種和詞種。另外,還給研究對(duì)象的漢字進(jìn)行了構(gòu)詞數(shù)的統(tǒng)計(jì)。以上都是偏向于量化的研究；描述性的研究是字詞選編以外的編撰問(wèn)題探討。僅就量的角度而言,研究對(duì)象的全套教材總字種數(shù)已達(dá)覆蓋一般書報(bào)用字的大約90%。就字種選編的角度來(lái)看,全套教材的漢字有90%是適合華語(yǔ)作為第二語(yǔ)言教學(xué)的字種,但就字種的級(jí)別而言,只有65%的選字是適合初學(xué)者的漢字。字種的復(fù)現(xiàn)率有利于學(xué)生的學(xué)習(xí),但分布上還須再稍作安排。全套教材中復(fù)現(xiàn)達(dá)基本率即復(fù)現(xiàn)7次及以上的字種有81%屬于最為理想的分布形式,即于三個(gè)級(jí)別均出現(xiàn)、于第二和第三級(jí)出現(xiàn)、于第三級(jí)出現(xiàn)的分布；各級(jí)教材復(fù)現(xiàn)達(dá)基本率即復(fù)現(xiàn)7次及以上的字種則保持在50%至70%為“分布非常理想”,即第一次出現(xiàn)以后“每一課均出現(xiàn)”以及“間隔一課沒(méi)出現(xiàn)”的分布形式,顯然生字分布方面在各級(jí)的把控顯得還不夠穩(wěn)定。不過(guò)《華語(yǔ)入門》的選字在構(gòu)詞數(shù)上是優(yōu)異的,有57%字種的構(gòu)詞數(shù)在《漢字構(gòu)詞能力表》上的統(tǒng)計(jì)乃在20或以上,所構(gòu)的詞數(shù)高達(dá)3萬(wàn)多,占教材所有字種總構(gòu)詞數(shù)的89%�？傮w而言,《華語(yǔ)入門》的選字符合學(xué)生在時(shí)間有限和語(yǔ)言環(huán)境受限的種種條件下,學(xué)習(xí)最精辟的漢字。鑒于各大詞表的標(biāo)準(zhǔn)不一,難以界定研究對(duì)象的總詞種數(shù)是否已經(jīng)達(dá)標(biāo),但與其他相關(guān)研究所做的統(tǒng)計(jì)相比,《華語(yǔ)入門》作為初級(jí)水平的教材已達(dá)到1000個(gè)左右的總詞匯量�；谘芯繉�(duì)象的分詞標(biāo)準(zhǔn)實(shí)際上是徘徊于詞與詞組之間,故無(wú)法將之與《詞匯等級(jí)劃分》比對(duì),僅將之與另外兩項(xiàng)參照比對(duì),得出《華語(yǔ)入門》的用詞與《國(guó)小華語(yǔ)》一至五年級(jí)的課本只有55%共有詞,與《華小華文》一至五年級(jí)課本也只有67%共有詞,撇除教材的教學(xué)對(duì)象有成人與兒童之別的因素,推斷《華語(yǔ)入門》在選詞上還須要作深一層的探討與篩選。教材的詞種復(fù)現(xiàn)與分布亦顯得不足,主要原因在于復(fù)現(xiàn)普遍偏低。教材中的生詞均是復(fù)現(xiàn)達(dá)3次及以上的詞種,于全套教材分布最為理想的僅達(dá)65%,于各級(jí)教材“分布非常理想”的大約僅在44%至55%之間。字詞選編以外的編撰問(wèn)題探討主要分為兩大方面,一是《漢字練習(xí)簿》的編寫分析：二是課本在選詞以外的詞語(yǔ)編撰問(wèn)題,包括本土詞處理的探討�！稘h字練習(xí)簿》習(xí)寫漢字的選字兼顧了整體教材的字頻、復(fù)現(xiàn)率、構(gòu)詞能力,和漢字本身的筆畫數(shù)與結(jié)構(gòu),凸顯了其作為配套教材的優(yōu)越性。但在選字以外的編寫問(wèn)題上仍有幾點(diǎn)需要留意,主要是各冊(cè)之間的一致性,以及漢字知識(shí)與特點(diǎn)的豐富性�！度A語(yǔ)入門》在詞匯方面的處理尤以詞性標(biāo)注需要重新檢視、修改,硬傷和校對(duì)方面的工作亦須加強(qiáng)。詞語(yǔ)釋義方面可于“注釋”一欄補(bǔ)充生詞表對(duì)語(yǔ)氣助詞解釋的不足。分詞疑慮方面雖然表現(xiàn)出分詞標(biāo)準(zhǔn)的不統(tǒng)一,但跳出了一般漢語(yǔ)教材的分詞框框與局限,更多考慮到詞與詞之間的搭配,以及詞語(yǔ)釋義尤其是媒介語(yǔ)釋義的方便性。《華語(yǔ)入門》明顯大量使用本土詞多于非本土習(xí)慣用詞。多學(xué)習(xí)本土慣用的詞語(yǔ)將更有利于學(xué)生與當(dāng)?shù)厝A裔的日常會(huì)話與溝通,也增加學(xué)生聽和說(shuō)的機(jī)會(huì)。教材在編入詞語(yǔ)時(shí)尤其須要考慮學(xué)生的學(xué)習(xí)目的與語(yǔ)言環(huán)境。透過(guò)研究得出教材編寫在字詞選編上的幾點(diǎn)思考：1.教材編寫的思路和順序：先定下主題,再圍繞主題選詞編寫課文等內(nèi)容,但不能在主題范圍內(nèi)憑空想象會(huì)話內(nèi)容來(lái)選詞,還是要在預(yù)先選定的字詞表內(nèi)選詞用字。借由漢字表和詞匯表的把關(guān),確保學(xué)生即使學(xué)習(xí)的量小也能最大化地在第二語(yǔ)言語(yǔ)境中理解別人,表達(dá)自己。2.漢字表和詞匯表的選擇：所選的字詞表需要具有時(shí)效性和代表性�！兜燃�(jí)劃分》的編寫方向與原則符合作為世界各地國(guó)際漢語(yǔ)教學(xué)進(jìn)行總體設(shè)計(jì)、教材編寫、課堂教學(xué)和課程測(cè)試的重要依據(jù)。當(dāng)然,更為理想的是設(shè)立馬來(lái)西亞華語(yǔ)語(yǔ)料庫(kù),從該語(yǔ)料庫(kù)建立屬于本土的字頻表和詞頻表。在條件許可的情況下,將具有時(shí)效性、代表性、本土性的字詞表結(jié)合作為字詞選編的參考是最理想不過(guò)的了。3.字詞編寫的復(fù)現(xiàn)和分布：核心字詞、高頻字詞、中頻字詞、低頻字詞之間的比例當(dāng)略呈梯形,而非如一般文獻(xiàn)所呈現(xiàn)的臺(tái)階式增加趨勢(shì)。理論上字詞于教材的復(fù)現(xiàn)應(yīng)該漸次拉大距離,盡可能做到螺旋式復(fù)現(xiàn)。面對(duì)課量相對(duì)少的教材,教材編寫當(dāng)盡可能將字詞控制在第一次出現(xiàn)以后只間隔一課或最多兩課的復(fù)現(xiàn)與分布,視課量與課時(shí)而定。4.本土詞與普通話的取舍：教材編寫一開始若已鎖定教學(xué)對(duì)象為當(dāng)?shù)貙W(xué)生,而學(xué)生的學(xué)習(xí)目的也明顯是與當(dāng)?shù)厝A裔溝通,語(yǔ)言的主要使用環(huán)境亦在本國(guó)內(nèi),那么編入的詞語(yǔ)絕大部分是本土詞是合宜的,也是必須的。在處理上,將本土詞與普通話略作對(duì)比和解說(shuō),讓學(xué)生知道馬來(lái)西亞和中國(guó)大陸在說(shuō)法上的區(qū)別,可增加語(yǔ)言學(xué)習(xí)的豐富性和趣味性。5.漢字的知識(shí)與習(xí)寫順序：配套的漢字教材不一定非得根據(jù)課的內(nèi)容順序編排須習(xí)寫的漢字,反之依循漢字系統(tǒng)的規(guī)律來(lái)設(shè)計(jì),如按著“筆畫——部件——獨(dú)體字——合體字”的順序循序漸進(jìn),再兼顧筆畫多寡、漢字結(jié)構(gòu)的難易度,凸顯漢字教學(xué)的科學(xué)性。適當(dāng)?shù)鼐幦霛h字知識(shí)如造字法,既可提高學(xué)生對(duì)漢字的認(rèn)識(shí),還可以增加漢字學(xué)習(xí)的趣味性。6.詞語(yǔ)編撰等問(wèn)題的處理：“詞為本,詞組為輔”的編撰方式,或令許多詞語(yǔ)重復(fù)出現(xiàn),重復(fù)釋義,且不好標(biāo)注詞性；但詞組或短語(yǔ)的展示確實(shí)便利了媒介語(yǔ)釋義,還無(wú)形中給學(xué)生提供了詞與詞之間的搭配。詞性標(biāo)注對(duì)詞語(yǔ)習(xí)得起了很大的作用,尤其是用法上,理當(dāng)正確標(biāo)注。愈是抽象的詞,如語(yǔ)氣詞,就更當(dāng)詳細(xì)地解釋,預(yù)先避免偏誤。最后,教材的硬傷和校對(duì)也不容忽視,畢竟任何語(yǔ)言的輸入在語(yǔ)言教學(xué)上是教學(xué)媒介,也是教學(xué)目標(biāo)。
[Abstract]:Since the independence of Malaysia has been about 59 years old, although Chinese people have accounted for about 25% people and still retain a complete set of Chinese education, Chinese people generally speak and communicate with Chinese in Chinese, but the Chinese language has not become a language for other ethnic groups to learn. As a second language teaching, the development of Chinese language is generally slow. But in recent years, the Chinese boom has been driven by the rise of China, and in order to find better jobs, to facilitate communication with customers in the future on the job, and to communicate with Chinese friends and other tools and fusion factors, Malaysia is brewing a boom in learning Chinese. Chinese language, as second language teaching, sprouted at the National University in the 20 world as a language teaching. In the early 70s, it began at the University of Malaya and the National University, with a small size and a small number of students. Up to now, 20 national universities in Malaysia have set up Chinese language courses. Both government and private institutions need high quality and suitable native language teaching materials. Language learning, language output, and backbone are all right Therefore, the selection and study of the words and words of the textbooks is bound to play a positive role in the effectiveness of the Chinese language learning of Malaysia students. This article is based on the textbook "Introduction to Chinese language", which is used in the Chinese language course of Mara Technology University, as the research object. The main reason is that the textbook is the most used in the national colleges and universities. It is also based on the revised edition of the textbook, which is relatively mature in the teaching materials used by colleges and universities. Through the thorough investigation of the suitability of the selection of the words and words of the textbook, the article summarizes and summarizes the matters to be considered in the selection of the words and words of the second language teaching materials in the Chinese language of Malaysia. Establish a corpus according to the object, then use Sketch Engine to divide the word and give another manual intervention, and finally use HZ_Freq and Excel to carry out all words and words Statistics and comparison. In addition, the number of word formation of the Chinese characters of the object of study is also counted. All the above are the research on quantifying. The descriptive study is the discussion of the compiling other than the word selection. Only on the point of view, the total number of words in the whole set of textbooks of the research object has reached about 90%. of the general book. From the point of view, 90% of the Chinese characters in the complete set of textbooks are suitable for the Chinese language as the second language teaching, but only 65% of the characters are suitable for beginners. The repetition rate of the words is beneficial to the students' learning, but the distribution of the characters must be made a little more. The basic rate of the full set of textbooks is 7 times. There are 81% of the most ideal types of distribution, that is, the emergence of three levels, the emergence of second and third, and the distribution of the third level; the basic rate of the reappearance of the textbooks at all levels, that is, the repetition of the 7 times and above, is kept in the "ideal distribution" from 50% to 70%, that is, "every lesson appears" after the first appearance. It is obvious that the distribution of the word distribution is not stable at all levels. However, the selection of the Chinese introduction is excellent in the number of words, and the number of words in the 57% words is 20 or more in the Chinese word formation ability table, and the number of words is up to more than 30 thousand, accounting for all the words of the textbook. In general, the selection of the total number of words is in accordance with the selection of Chinese words in accordance with the conditions of limited time and limited language environment. In view of the different standard of the major words, it is difficult to define whether the total number of words in the research object has reached the standard, but compared with the statistics of other related studies, < introduction to Chinese language > > As a primary level, the teaching material has reached about 1000 total vocabulary. In fact, the standard of participle based on the research object is in fact wandering between words and phrases, so it is impossible to compare it to the < vocabulary classification > compared with the other two references. There are only 67% common words in the textbooks and the textbooks of grade one to five in China. The teaching object of the textbook has other factors of adults and children. It is inferred that the introduction of the Chinese language should also be a deep discussion and screening. The repetition and distribution of the words in the textbooks are also inadequate. The main reason is that the repetition is generally low. The new words are the words of 3 times and above. The most ideal distribution of the whole set of textbooks is only 65%. The "very ideal distribution" of the textbooks at all levels is about 44% to 55%. The discussion on the compilation of the compiling other than the selection of words is mainly divided into two aspects. One is the compilation and analysis of the Chinese character exercise book: the two is the words other than the selection of the text books. The problem of language compilation includes the discussion of the processing of native words. The selection of Chinese character exercise books has taken into account the character frequency, the repetition rate, the word formation ability, the number and structure of the Chinese character, which highlights its superiority as a supporting textbook. However, there are still several points to be paid attention to in the editing and writing other than the selection of characters, mainly in the books. Conformance, and the richness of knowledge and characteristics of Chinese characters. "Introduction to Chinese language" in terms of vocabulary, especially in terms of word tagging needs to be re examined, revision, hard injury and proofreading need to be strengthened. The standard of the participle is not unified, but it jumps out the frame and limitation of the participle in the general Chinese textbooks, and more consideration is given to the collocation between words and words, as well as the convenience of the interpretation of words, especially the interpretation of the media. The daily conversation and communication with the local Chinese people also increase the opportunity for students to listen and speak. The teaching materials are especially required to consider the students' learning purpose and the language environment. Through the study, some thoughts on the selection of words and phrases in the compilation of the textbook: 1. ideas and order in the compilation of the textbooks: the theme is set first, and then the theme selection is written. Text and other contents, but can not choose words from the content of the conversation in the scope of the subject, or choose words in the list of pre selected words. By the check of the Chinese character table and vocabulary, the students can understand others in the second language context and express their choice of the.2. Chinese character table and vocabulary. The selected word list needs to be timeliness and representativeness. The writing direction and principle of the < grade division > is an important basis for the overall design of the international Chinese teaching in the world, the compilation of textbooks, the classroom teaching and the course testing. Of course, the more ideal is to set up a corpus of Malaysia Chinese language, from which the corpus is established. The word frequency table and word frequency table. Under the condition of conditions, the combination of timeliness, representativeness and native words as a reference for word selection is the most ideal of the repetition and distribution of the writing of.3. words: core words, high frequency words, intermediate frequency words, and the proportion of low frequency words are slightly trapezoid, but not as ordinary words. In theory, the reappearance of the teaching materials should be gradually pulled away from the textbook. In the face of a relatively small number of teaching materials, the writing of the textbooks should be controlled to the repetition and distribution of only one or most of the two courses after the first appearance of the words, depending on the amount and time of the class.4.. If the teaching object is lock-in at the beginning of the textbook, and the students' learning purpose is clearly communicated with the local Chinese, the main use environment of the language is also in the country. A brief comparison and explanation is made to let the students know the difference between Malaysia and the mainland of China. It can increase the knowledge and writing order of the rich and interesting.5. Chinese characters in language learning: the matching Chinese character textbooks do not have to arrange the written Chinese characters according to the sequence of the course content, and on the contrary, the rules of the Chinese character system should be set up. For example, according to the order of "stroke - Part - one - single character - chimerism" step by step, and taking into account the number of strokes, the difficulty of Chinese character structure is difficult, and the scientific character of Chinese character teaching is highlighted. The proper incorporation of Chinese character knowledge, such as word creation, can not only improve students' understanding of Chinese characters, but also increase the interesting.6. words of Chinese learning. To deal with the problems, such as "word - based, phrase - supplemented", or many words repeating, repeating meaning, and not marking word character; but the presentation of phrases or phrases really facilitates the interpretation of media and provides students with the collocation between words and words. Word tagging has played a great role in the acquisition of words and phrases. The more abstract words, such as mood words, should be explained in detail and avoid errors in advance. Finally, the hard injury and proofreading of the textbooks can not be ignored. After all, the input of any language is a medium of teaching and a teaching goal in language teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H195.4
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本文編號(hào)：2070871