本文選題：蒙古中學(xué)生詞匯教學(xué) + 認(rèn)知理論�。� 參考：《吉林大學(xué)》2012年碩士論文

【摘要】：本文從蒙古國漢語詞匯教學(xué)現(xiàn)狀出發(fā)，基于認(rèn)知理論對漢語詞匯教學(xué)的思考，分析蒙古國第二語言學(xué)習(xí)者學(xué)習(xí)漢語詞匯的教學(xué)策略。筆者結(jié)合赴蒙古國伊赫扎薩克大學(xué)中學(xué)部的實(shí)際教學(xué)經(jīng)驗(yàn)，論述了在第二語言教學(xué)過程中蒙古國的中學(xué)生對漢語詞匯的認(rèn)知特點(diǎn)和習(xí)得過程，并且提出了符合蒙古國中學(xué)生習(xí)得漢語詞匯的教學(xué)策略。 筆者的教學(xué)對象是7——11年級的中學(xué)生，所使用的教材是《跟我學(xué)漢語》第一冊至第四冊，學(xué)生的漢語水平從零基礎(chǔ)到中高級。在蒙古國的漢語教學(xué)過程中，我們首先要了解兩國語言之間的區(qū)別，又要了解蒙古國中學(xué)生的心理特點(diǎn)，這樣才能采取行之有效的教學(xué)方法來提高對外漢語教學(xué)。其次第二語言的學(xué)習(xí)是理性兼感性、心理兼文化、興趣兼目的，這些因素都在影響著蒙古國詞匯教學(xué)。從記錄語言的文字形式看，蒙古語和漢語選取了不同的文字體系。其中蒙古語文字使用的是斯拉夫字母，共35個(gè)，屬于可以見形知音、聽音知形的表音文字；而漢字是表意文字，并且采用二維空間的平面結(jié)構(gòu)，因此漢語詞匯的書寫形式錯(cuò)綜復(fù)雜，兩種文字體系的差異也加重了蒙古學(xué)生習(xí)得漢語詞匯的負(fù)擔(dān)。蒙古國學(xué)生學(xué)習(xí)漢語，也可以說是一個(gè)認(rèn)知的過程，通過了解蒙古學(xué)生的認(rèn)知特點(diǎn)，將這一特點(diǎn)作為理論研究，結(jié)合學(xué)生的文化背景、學(xué)習(xí)動(dòng)機(jī)、個(gè)性特征來做好對外漢語的教學(xué)。 本文共從四方面來闡述認(rèn)知理論在蒙古國中學(xué)生習(xí)得漢語詞匯時(shí)所產(chǎn)生的作用，進(jìn)而探索蒙古國中學(xué)生習(xí)得漢語詞匯的教學(xué)策略。第一部分從第二語言學(xué)習(xí)者的漢語詞匯教學(xué)研究概況出發(fā)，介紹了在第二語言教學(xué)中，漢語詞匯教學(xué)研究是基礎(chǔ)性的研究，第二語言學(xué)習(xí)者需要掌握一定數(shù)量的詞匯，這樣在整個(gè)語言學(xué)習(xí)過程中進(jìn)程會非�？�。第二部分是對蒙古國漢語詞匯教學(xué)現(xiàn)狀的分析，以及在教學(xué)過程中存在的三大問題，分別為漢語詞匯的意義和用法缺乏系統(tǒng)性，蒙古學(xué)生受母語干擾以及學(xué)生在習(xí)得漢語詞匯時(shí)缺乏自然語境。第三部分是基于認(rèn)知理論來對蒙古國漢語詞匯教學(xué)的思考，分別從學(xué)習(xí)者對語音認(rèn)知、字形認(rèn)知、語義認(rèn)知這三方面來進(jìn)行闡述。第四部分是運(yùn)用認(rèn)知理論來指導(dǎo)蒙古國的漢語詞匯教學(xué)，提出三大策略，分別為聯(lián)想教學(xué)策略，語境教學(xué)策略，母語正負(fù)遷移教學(xué)策略。 本文從蒙古國漢語詞匯教學(xué)現(xiàn)狀出發(fā)，基于認(rèn)知理論分析蒙古國漢語詞匯教學(xué)的策略，根據(jù)漢語作為蒙古國第二語言詞匯教學(xué)的性質(zhì)和規(guī)律，和蒙古國中學(xué)生在學(xué)習(xí)漢語過程中所遇到的瓶頸以及在實(shí)際交流運(yùn)用漢語詞匯時(shí)存在的問題，，提出了符合蒙古國中學(xué)生的漢語詞匯教學(xué)策略，目的在于擴(kuò)大學(xué)生的詞匯量，培養(yǎng)學(xué)生在實(shí)際交流中運(yùn)用詞匯的能力，從而來提高蒙古國中學(xué)生的整體漢語水平。
[Abstract]:This paper, based on the current situation of Chinese vocabulary teaching in Mongolia, analyzes the teaching strategy of Chinese vocabulary learning by the second language learners in Mongolia, based on the cognitive theory of Chinese vocabulary teaching. The author, in combination with the practical teaching experience of the Middle School of the University of Mongolia in the middle school of the University of Yi Zi - Zi, describes the middle of the country in the course of the teaching of the second language. The students' cognitive characteristics and acquisition process of Chinese vocabulary, and put forward a teaching strategy that accords with the acquisition of Chinese vocabulary by middle school students in Mongolia.
The teaching object of the author is the middle school students in Grade 7 and 11. The teaching material is to learn Chinese from the first to fourth, and the students' Chinese level is from the zero basis to the middle and the middle. In the course of Chinese teaching in Mongolia, we must first understand the differences between the two languages of the two countries and the psychological characteristics of the middle school students in Mongolia. The second second language learning is rational and perceptual, psychology and culture, interest and purpose. These factors all affect the teaching of vocabulary in Mongolia. From the written form of recording language, Mongolian and Chinese have selected different text systems. Among them, the Chinese characters in Mongolia A total of 35 Slavic letters, which belong to a total of 35, belong to the phonetic alphabet that can be seen in shape and sound, and the Chinese characters are ideographic and ideographic, and the Chinese vocabulary is intricately written in two dimensional space. The difference between the two language systems also aggravates the burden on the acquisition of Chinese vocabulary by the students of Mongolia. Mongolia student studies Learning Chinese can also be said to be a cognitive process. By understanding the cognitive characteristics of the students in Mongolia, this characteristic is regarded as a theoretical study, combining with the cultural background, motivation and personality of the students to do a good job in teaching Chinese as a foreign language.
This paper expounds the role of cognitive theory in the acquisition of Chinese vocabulary by middle school students in Mongolia from four aspects, and then explores the teaching strategies of the acquisition of Chinese vocabulary by middle school students in Mongolia. The first part, starting from the survey of the Chinese vocabulary teaching of the second language learners, introduces the teaching and research of Chinese vocabulary in the teaching of second language. The study is a basic study. The second language learners need to master a certain number of vocabulary, so that the process will be very fast in the whole process of language learning. The second part is the analysis of the present situation of the Chinese vocabulary teaching in Mongolia and the three problems in the course of teaching, and the meaning and usage of the Chinese vocabulary is lack of systematic nature. The students in Mongolia are disturbed by their mother tongue and the students lack the natural context when they acquire Chinese vocabulary. The third part is the thinking of the Chinese vocabulary teaching in Mongolia based on cognitive theory, respectively from the three aspects of the learners' phonetic cognition, glyph cognition and semantic cognition. The fourth part uses cognitive theory to guide the country of Mongolia. Three strategies are put forward in Chinese vocabulary teaching, namely, Lenovo teaching strategy, context teaching strategy, and mother tongue positive and negative transfer teaching strategy.
This paper, based on the current situation of Chinese vocabulary teaching in Mongolia, analyzes the strategies of Chinese vocabulary teaching in Mongolia based on cognitive theory, according to the nature and law of Chinese as the second language vocabulary teaching of the country of Mongolia, and the bottlenecks in the process of learning Chinese in the process of learning Chinese by middle school students in Mongolia and the questions that exist in the actual use of Chinese vocabulary in the exchange of Chinese words. The paper puts forward a Chinese vocabulary teaching strategy which is in line with middle school students in Mongolia. The aim is to expand the vocabulary of students and cultivate the students' ability to use vocabulary in actual communication, so as to improve the overall Chinese level of middle school students in Mongolia.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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