初、中高級階段漢語詞匯教學方法的比較研究
發(fā)布時間：2019-05-09 01:17
【摘要】：我國對外漢語事業(yè)經(jīng)過近三十年的研究發(fā)展,在對外漢語教學的各個領(lǐng)域都取得了相當大的成就。隨著對教學研究的不斷的發(fā)展和深入,詞匯教學在對外漢語教學過程中地位也越來越受到各位教育工作者的重視。詞匯教學貫穿對外漢語教學的始終,針對學習者來說,在各階段的漢語學習中詞匯學習均是其主要的學習任務(wù)。同時,在對外漢語學習的課堂上,不論是口語課還是綜合課,詞匯教學環(huán)節(jié)都是重要的教學環(huán)節(jié)。而從教學和習得角度來說,漢語詞匯系統(tǒng)本身的具有一定的復(fù)雜性、變化性,各個階段詞匯的難度,及要求掌握的水平不同。初級階段要求學習者掌握大部分的甲、乙級漢字和詞匯,具備基本的聽說、交際能力。在對外漢語中、高級階段,則要求學習者主要掌握丙、丁級詞匯,掌握一詞多義、近義詞、形近詞、成語和俗語,能夠熟練的使用漢語表達。除了詞匯特點和學習任務(wù)不同外,學習者個體差異也是影響詞匯教學效果的因素之一。學習者的個體差異,不同國別、年齡、漢語學習階段,都對漢語詞匯習得造成不同程度的干擾。漢語學習的初級階段母語的負遷移現(xiàn)象很明顯,而到了中、高級階段,學習者逐漸擺脫了母語的影響,形成漢語語言習慣。由于以上的原因,對外漢語的詞匯教學工作仍存在著諸多難點。因此,現(xiàn)在越來越多的專家學者將研究的重點放在了對漢語詞匯的教學方法的研究上,以期望能夠?qū)ふ页鲆环N有效的教學方法,并可以普遍適用于對外漢語詞匯的課堂教學中。但事實上由于不同階段的學習者個體差異和詞匯本身的特點不同,因此不能一概而論,應(yīng)該針對不同階段的詞匯教學有其相應(yīng)的教學方法。詞匯展示方面,初級階段一般根據(jù)詞與詞之間意義的相關(guān)性進行組合排列展示,中、高級階段的教師可以按詞類排列展示。在詞匯的釋義和講解上,我們可將直觀釋義法、利用形象釋義、母語釋義法等用于初級階段的詞匯教學,在中、高級階段我們可使用利用漢字字型解釋單音節(jié)詞、設(shè)置語境法、利用近反義詞釋義和語素釋義法等。詞匯教學過程中的文化導(dǎo)入也是很重要的,但是階段不同文化導(dǎo)入的傾向也不同,初級階段主要傾向于表層的物質(zhì)文化,而到了中、高級階段,詞匯的文化導(dǎo)入則傾向于深層精神文化的導(dǎo)入。在初級階段要求學習者復(fù)用式掌握所學詞匯,所以一般采用機械式訓(xùn)練方法來進行復(fù)習和鞏固,而中、高級階段的大部分詞匯則要求學習者領(lǐng)會式掌握,所以在復(fù)習和鞏固詞匯上可選擇造句、選詞填空、寫近、反義詞等方法來代替初級階段的機械式訓(xùn)練。本文結(jié)合前人的研究成果,對對外漢語不同階段學生及詞匯特性進行了比較研究,同時也對初級及中、高級階段對外漢語詞匯教學的教學方法進行了探討,希望能對對外漢語詞匯教學理論與實踐研究貢獻綿薄之力。
[Abstract]:After nearly 30 years of research and development, China's cause of Chinese as a foreign language has made considerable achievements in all fields of teaching Chinese as a foreign language. With the continuous development and deepening of teaching research, vocabulary teaching in the process of teaching Chinese as a foreign language has been paid more and more attention by educators. Vocabulary teaching runs through the teaching of Chinese as a foreign language. For learners, vocabulary learning is their main learning task in all stages of Chinese learning. At the same time, vocabulary teaching is an important teaching link in the classroom of learning Chinese as a foreign language, whether oral or comprehensive. From the point of view of teaching and acquisition, the Chinese vocabulary system itself has certain complexity, variability, the difficulty of vocabulary in each stage, and the level of mastery. In the primary stage, learners are required to master most of Grade A and B Chinese characters and vocabulary, and have basic listening, speaking and communicative skills. In the advanced stage of Chinese as a foreign language, learners are required to master the vocabulary of Grade C and D, and master the polysemy, synonyms, forms, idioms and idioms of the word, and be able to express them skillfully in Chinese. In addition to the different vocabulary characteristics and learning tasks, learners' individual differences are also one of the factors that affect the effect of vocabulary teaching. The individual differences of learners, different countries, ages and Chinese learning stages all cause varying degrees of interference in Chinese vocabulary acquisition. The negative transfer of mother tongue in the primary stage of Chinese learning is obvious, but in the middle and advanced stage, learners gradually get rid of the influence of mother tongue and form Chinese language habits. Due to the above reasons, there are still many difficulties in vocabulary teaching as a foreign language. Therefore, more and more experts and scholars focus their research on the teaching methods of Chinese vocabulary in the hope of finding an effective teaching method, and can be generally applied to the classroom teaching of Chinese vocabulary as a foreign language. However, due to the individual differences of learners in different stages and the different characteristics of vocabulary itself, it is not possible to generalize. There should be corresponding teaching methods for different stages of vocabulary teaching. In the aspect of vocabulary display, the primary stage is usually arranged according to the correlation between words and words, and teachers in the middle and advanced stages can display them according to the order of parts of speech. In the interpretation and explanation of vocabulary, we can use intuitive interpretation, image interpretation, mother tongue interpretation and so on in vocabulary teaching in the primary stage. In the middle and advanced stage, we can use Chinese character font to interpret monosyllabic words and set up context method. The interpretation of near antonyms and morphemes are used. The introduction of culture in the process of vocabulary teaching is also very important, but the tendency of introducing different cultures in different stages is also different. The primary stage mainly tends to the material culture in the surface layer, while in the middle and advanced stages, The cultural introduction of vocabulary tends to the introduction of deep spiritual culture. In the primary stage, learners are required to master the vocabulary they have learned, so mechanical training is generally used to review and consolidate the vocabulary, while most of the words in the middle and advanced stages require learners to master the vocabulary. Therefore, in reviewing and consolidating vocabulary, we can choose to make sentences, choose words to fill in blanks, write near, antonyms and other methods to replace the primary mechanical training. Based on previous research results, this paper makes a comparative study of students and vocabulary characteristics in different stages of Chinese as a foreign language, and also discusses the teaching methods of vocabulary teaching in primary, middle and advanced stages of Chinese as a foreign language. It is hoped that it can contribute to the theoretical and practical research of vocabulary teaching as a foreign language.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
本文編號：2472364
[Abstract]:After nearly 30 years of research and development, China's cause of Chinese as a foreign language has made considerable achievements in all fields of teaching Chinese as a foreign language. With the continuous development and deepening of teaching research, vocabulary teaching in the process of teaching Chinese as a foreign language has been paid more and more attention by educators. Vocabulary teaching runs through the teaching of Chinese as a foreign language. For learners, vocabulary learning is their main learning task in all stages of Chinese learning. At the same time, vocabulary teaching is an important teaching link in the classroom of learning Chinese as a foreign language, whether oral or comprehensive. From the point of view of teaching and acquisition, the Chinese vocabulary system itself has certain complexity, variability, the difficulty of vocabulary in each stage, and the level of mastery. In the primary stage, learners are required to master most of Grade A and B Chinese characters and vocabulary, and have basic listening, speaking and communicative skills. In the advanced stage of Chinese as a foreign language, learners are required to master the vocabulary of Grade C and D, and master the polysemy, synonyms, forms, idioms and idioms of the word, and be able to express them skillfully in Chinese. In addition to the different vocabulary characteristics and learning tasks, learners' individual differences are also one of the factors that affect the effect of vocabulary teaching. The individual differences of learners, different countries, ages and Chinese learning stages all cause varying degrees of interference in Chinese vocabulary acquisition. The negative transfer of mother tongue in the primary stage of Chinese learning is obvious, but in the middle and advanced stage, learners gradually get rid of the influence of mother tongue and form Chinese language habits. Due to the above reasons, there are still many difficulties in vocabulary teaching as a foreign language. Therefore, more and more experts and scholars focus their research on the teaching methods of Chinese vocabulary in the hope of finding an effective teaching method, and can be generally applied to the classroom teaching of Chinese vocabulary as a foreign language. However, due to the individual differences of learners in different stages and the different characteristics of vocabulary itself, it is not possible to generalize. There should be corresponding teaching methods for different stages of vocabulary teaching. In the aspect of vocabulary display, the primary stage is usually arranged according to the correlation between words and words, and teachers in the middle and advanced stages can display them according to the order of parts of speech. In the interpretation and explanation of vocabulary, we can use intuitive interpretation, image interpretation, mother tongue interpretation and so on in vocabulary teaching in the primary stage. In the middle and advanced stage, we can use Chinese character font to interpret monosyllabic words and set up context method. The interpretation of near antonyms and morphemes are used. The introduction of culture in the process of vocabulary teaching is also very important, but the tendency of introducing different cultures in different stages is also different. The primary stage mainly tends to the material culture in the surface layer, while in the middle and advanced stages, The cultural introduction of vocabulary tends to the introduction of deep spiritual culture. In the primary stage, learners are required to master the vocabulary they have learned, so mechanical training is generally used to review and consolidate the vocabulary, while most of the words in the middle and advanced stages require learners to master the vocabulary. Therefore, in reviewing and consolidating vocabulary, we can choose to make sentences, choose words to fill in blanks, write near, antonyms and other methods to replace the primary mechanical training. Based on previous research results, this paper makes a comparative study of students and vocabulary characteristics in different stages of Chinese as a foreign language, and also discusses the teaching methods of vocabulary teaching in primary, middle and advanced stages of Chinese as a foreign language. It is hoped that it can contribute to the theoretical and practical research of vocabulary teaching as a foreign language.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
【參考文獻】
相關(guān)期刊論文 前10條
1 封國芳;;外語交際教學法理論簡述[J];濱州職業(yè)學院學報;2010年04期
2 仲清;;關(guān)于對外漢語詞匯教學的幾點思考[J];合肥學院學報(社會科學版);2009年02期
3 賈穎;字本位與對外漢語詞匯教學[J];漢語學習;2001年04期
4 何干俊;論影響留學生掌握漢語的幾個因素[J];江西社會科學;2002年09期
5 姜靜靜;;對外漢語詞匯教學的幾點看法[J];考試周刊;2009年36期
6 趙金色;;關(guān)于對外漢語詞匯教學理念的思考[J];內(nèi)蒙古師范大學學報(教育科學版);2011年07期
7 王亞同;;概念特征的語義記憶研究[J];青海師范大學學報(哲學社會科學版);2008年01期
8 黃泰銓;交際教學法述評[J];四川師范大學學報(社會科學版);2001年06期
9 張若瑩;從中高級階段學生詞匯習得的偏誤看中高級階段詞匯教學的基本問題[J];首都師范大學學報(社會科學版);2000年S3期
10 魏艷伶;;對對外漢語教學中詞匯教學的幾點思考[J];社會科學家;2006年S1期
，本文編號：2472364
本文鏈接：http://sikaile.net/wenyilunwen/hanyulw/2472364.html
最近更新
教材專著
