【摘要】：詞匯是語(yǔ)言的建筑材料,是句子的基本結(jié)構(gòu)單位。沒有詞匯就無(wú)法傳遞信息,也就無(wú)從交際。 呈現(xiàn)是語(yǔ)言教學(xué)中的一個(gè)步驟。詞匯教學(xué)的呈現(xiàn)就是把教學(xué)的目標(biāo)詞匯以一定的方式和手段展示給學(xué)習(xí)者的過(guò)程,展示的內(nèi)容包括詞形、讀音、意義、句法特征、搭配及其運(yùn)用等。 本文試分析四種基本的詞匯呈現(xiàn)方式：詞匯表呈現(xiàn)方式、語(yǔ)塊呈現(xiàn)方式、語(yǔ)義場(chǎng)呈現(xiàn)方式、語(yǔ)境呈現(xiàn)方式。詞匯表呈現(xiàn)方式是很多教材都會(huì)有的呈現(xiàn)方式,詞匯表會(huì)呈現(xiàn)詞語(yǔ)的語(yǔ)音以及它的概念意義,通常都是以翻譯的形式。語(yǔ)塊是形式和意義相結(jié)合的單位,且大量存在于口頭和書面語(yǔ)言材料中,重現(xiàn)率高是流暢連貫的語(yǔ)言交際的構(gòu)成要素。語(yǔ)塊以整體形式儲(chǔ)存在心理詞庫(kù)中,在言語(yǔ)交際過(guò)程中,學(xué)習(xí)者可根據(jù)語(yǔ)境和意義的需要選擇和提取這些預(yù)制語(yǔ)塊。在語(yǔ)義場(chǎng)理論的指導(dǎo)下,習(xí)得詞匯的最好方法就是將它置于一定的語(yǔ)義聯(lián)系中去學(xué)習(xí),即把該詞匯放到詞匯系統(tǒng)中,與系統(tǒng)中的詞語(yǔ)進(jìn)行語(yǔ)義上的聯(lián)系。通過(guò)該理論的運(yùn)用,學(xué)生就可以在大腦中形成一個(gè)詞匯網(wǎng)絡(luò),通過(guò)這一網(wǎng)絡(luò)擴(kuò)大詞匯量許多學(xué)者認(rèn)為把詞匯組成有語(yǔ)義聯(lián)系的語(yǔ)義場(chǎng)能促進(jìn)詞匯記憶。語(yǔ)境呈現(xiàn)方式是近些年比較推崇的教學(xué)方式,在詞匯教學(xué)中,上下文語(yǔ)境是非常重要的,要充分利用例句或原文段落,從詞語(yǔ)在文本的使用中記憶詞語(yǔ),運(yùn)用例句和課文文本講解詞語(yǔ),幫助學(xué)生不僅要理解詞義,更要學(xué)會(huì)靈活使用詞語(yǔ)。 實(shí)驗(yàn)設(shè)計(jì)十個(gè)目標(biāo)詞、四十名被試,分為即時(shí)測(cè)試和延時(shí)測(cè)試兩次,在正式測(cè)試前先進(jìn)行前測(cè)。測(cè)試后進(jìn)行數(shù)據(jù)整理,運(yùn)用spss軟件進(jìn)行方差分析,分析實(shí)驗(yàn)結(jié)果。實(shí)驗(yàn)結(jié)果驗(yàn)證了我們之前的假設(shè)：語(yǔ)義場(chǎng)呈現(xiàn)方式的即時(shí)理解效果最佳；語(yǔ)境呈現(xiàn)方式的記憶保持率最佳。 通過(guò)實(shí)驗(yàn)結(jié)果分析不同的詞匯呈現(xiàn)方式對(duì)于教學(xué)的啟示。我們提倡簡(jiǎn)潔直觀的呈現(xiàn)；每一種詞匯呈現(xiàn)方式都有其優(yōu)勢(shì)和弊端,應(yīng)綜合利弊,靈活運(yùn)用；一種詞匯呈現(xiàn)方式并非適用所有的詞,實(shí)際教學(xué)中應(yīng)進(jìn)行有針對(duì)性的呈現(xiàn)。在進(jìn)行詞匯教學(xué)時(shí)我們應(yīng)該根據(jù)具體的目標(biāo)和實(shí)際情況來(lái)選用合適的詞匯呈現(xiàn)方式。
[Abstract]:Vocabulary is the building material of language and the basic structural unit of sentences. Without words, there is no way to convey information, and there is no way to communicate. Presentation is a step in language teaching. The presentation of vocabulary teaching is the process of showing the target vocabulary to learners in a certain way and means, including word form, pronunciation, meaning, syntactic features, collocation and its application. This paper tries to analyze four basic lexical presentation methods: vocabulary presentation, chunks presentation, semantic field presentation and context presentation. Vocabulary presentation is a kind of presentation that many teaching materials will have. Vocabulary will present the pronunciation of words and its conceptual meaning, usually in the form of translation. Lexical chunks are units that combine form and meaning, and exist in a large number of oral and written language materials. The high repetition rate is the constituent element of smooth and coherent language communication. Chunks are stored in psychological lexicon as a whole. In the process of verbal communication, learners can select and extract these prefabricated chunks according to the needs of context and meaning. Under the guidance of semantic field theory, the best way to acquire vocabulary is to put it in a certain semantic relationship, that is, to put the word in the vocabulary system and make semantic connection with the words in the system. Through the application of this theory, students can form a vocabulary network in the brain, through which many scholars think that the semantic field of words can promote vocabulary memory. Contextual presentation is a highly respected teaching method in recent years. Contextual context is very important in vocabulary teaching. It is necessary to make full use of examples or paragraphs, memorize words from the use of words in the text, use examples and texts to explain words, and help students not only understand the meaning of words, but also learn to use words flexibly. Ten target words and forty subjects were designed, which were divided into immediate test and delay test, and the pre-test was carried out before the formal test. After the test, the data were sorted out, the variance analysis was carried out by spss software, and the experimental results were analyzed. The experimental results verify our previous hypothesis that the immediate understanding of semantic field presentation is the best and the memory retention rate of contextual presentation is the best. Through the experimental results, this paper analyzes the enlightenment of different vocabulary presentation methods to teaching. We advocate concise and intuitive presentation; each vocabulary presentation has its advantages and disadvantages, should be integrated advantages and disadvantages, flexible use; a vocabulary presentation is not suitable for all words, the actual teaching should be targeted presentation. When we carry on vocabulary teaching, we should choose the appropriate vocabulary presentation mode according to the specific goal and the actual situation.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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