【摘要】：對于學習漢語的留學生來說,詞匯貫穿其學習過程的始終,且詞匯量的掌握情況是衡量其漢語水平的重要標志。在對外漢語教學中,詞匯教學也向來是備受關(guān)注的環(huán)節(jié)。可見,詞匯在漢語作為第二語言學習與教學中占有至關(guān)重要的地位。Nation于1990年將詞匯劃分為兩類——理解性詞匯和產(chǎn)出性詞匯。他指出,理解性詞匯是第二語言學習者在聽、讀過程中可以理解的詞匯,產(chǎn)出性詞匯是第二語言學習者在說、寫過程中可以產(chǎn)出的詞匯。 Nation提出的理解性詞匯和產(chǎn)出性詞匯概念為許多語言學專家、學者拓寬了研究方向,使得國內(nèi)外第二語言學界相繼開展了一系列的相關(guān)研究。目前,國內(nèi)外已經(jīng)涌現(xiàn)出不少對二語學習者理解性詞匯和產(chǎn)出性詞匯研究的論文和專著,對外語教學起到了很好的指導(dǎo)作用。然而,關(guān)于漢語作為第二語言的研究成果卻不是非常豐碩(王曉慧2010)。國內(nèi)學者們的研究多集中在產(chǎn)出性詞匯的習得模式、產(chǎn)出性詞匯的“石化”現(xiàn)象等,卻少有涉及不同水平留學生理解性詞匯和產(chǎn)出性詞匯的實證研究。此外,以往的研究大多以舊版《漢語水平詞匯與漢字等級大綱》作為參考依據(jù),而2010年國家漢辦頒布了最新的《漢語國際教育用音節(jié)漢字詞匯等級劃分》,以往的研究結(jié)論未必能適應(yīng)新版大綱的要求。這為筆者帶來了新的研究思路。 本文通過實驗的方法,考察了初、中、高級水平留學生的理解性和產(chǎn)出性詞匯在各詞頻等級上的分布情況,全文共分五章： 第一章,概括介紹Nation的理論,提出本文所要探討的問題。 第二章,對已有的相關(guān)研究進行梳理,總結(jié)其特點、分析其不足,并指出本文的研究意義。 第三章,介紹本文的研究方法(包括實驗邏輯、實驗設(shè)計、被試和實驗材料),然后運用SPSS軟件統(tǒng)計實驗數(shù)據(jù),最后討論并得出結(jié)論。 第四章,根據(jù)實驗結(jié)果,從課程設(shè)置、教材編寫和教學安排三個方面來探討如何有效擴大留學生的理解性和產(chǎn)出性詞匯量。 第五章,總結(jié)全文并指出不足。
[Abstract]:For students studying Chinese, vocabulary runs through their learning process, and the mastery of vocabulary is an important indicator to measure their Chinese level. In the teaching of Chinese as a foreign language, vocabulary teaching has always been the focus of attention. Therefore, vocabulary plays an important role in the learning and teaching of Chinese as a second language. In 1990, Nation divided vocabulary into two categories: comprehensible vocabulary and productive vocabulary. He points out that comprehensible vocabulary is a kind of vocabulary that can be understood by second language learners in the process of listening and reading, and productive vocabulary is a word that can be produced by second language learners in the process of speaking and writing. The concepts of comprehensible vocabulary and productive vocabulary put forward by Nation are many linguistic experts. Scholars have broadened the research direction and made a series of related researches in the field of second language at home and abroad. At present, there have been many papers and monographs on second language learners' comprehension vocabulary and productive vocabulary, which have played a good guiding role in foreign language teaching. However, the research on Chinese as a second language is not very fruitful (Wang Xiaohui 2010). Domestic scholars mostly focus on the acquisition mode of productive vocabulary and the phenomenon of "fossilization" of productive vocabulary, but there are few empirical studies involving different levels of foreign students' comprehension vocabulary and productive vocabulary. In addition, most of the previous studies have taken the old version of the outline of Chinese level Vocabulary and Chinese characters as the reference basis. In 2010, the State Han Affairs Office promulgated the latest Chinese syllabic Chinese Vocabulary Classification for International Chinese Education. Previous research conclusions may not be able to meet the requirements of the new outline. This brings a new research idea for the author. This paper, by means of experiments, investigates the distribution of comprehension and productive vocabulary in different word frequency levels of foreign students at the primary, middle and advanced levels. The full text is divided into five chapters: chapter one, the theory of Nation is introduced briefly. The problems to be discussed in this paper are put forward. In the second chapter, the author summarizes the existing research, summarizes its characteristics, analyzes its shortcomings, and points out the significance of this paper. The third chapter introduces the research methods of this paper (including experimental logic, experimental design, subjects and experimental materials), and then uses SPSS software to statistics the experimental data, and finally discusses and draws a conclusion. Chapter four, according to the experimental results, discusses how to expand the comprehension and productive vocabulary of foreign students from three aspects: curriculum, textbook compilation and teaching arrangement. The fifth chapter, summarizes the full text and points out the insufficiency.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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