本文關(guān)鍵詞： 韓國(guó)分院 中級(jí)口語(yǔ)課 詞匯教學(xué)　出處：《渤海大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：渤海大學(xué)韓國(guó)分院(以下簡(jiǎn)稱韓國(guó)分院)在2009年成立,位于韓國(guó)京畿道坡州市。口語(yǔ)課是韓國(guó)分院十分重要的一門(mén)課程,在口語(yǔ)中級(jí)階段學(xué)習(xí)者表達(dá)技巧需要提升,但是在表達(dá)過(guò)程當(dāng)中常常受制于詞匯的掌握情況,而不能自如的進(jìn)行口語(yǔ)表達(dá),中級(jí)口語(yǔ)課詞匯教學(xué)應(yīng)當(dāng)講究方式方法,其策略的運(yùn)用關(guān)乎詞匯教學(xué)的效果。研究旨在調(diào)查韓國(guó)分院中級(jí)口語(yǔ)詞匯教學(xué)現(xiàn)狀,從現(xiàn)狀當(dāng)中發(fā)現(xiàn)問(wèn)題,分析原因并提出解決建議�？谡Z(yǔ)詞匯教學(xué)現(xiàn)狀分析從教師,學(xué)習(xí)者,教材三個(gè)角度展開(kāi),發(fā)現(xiàn)問(wèn)題存在于以下幾個(gè)方面中:第一,教師教學(xué)方面:教學(xué)方式傳統(tǒng);教學(xué)方式未貫徹對(duì)外漢語(yǔ)教學(xué)原則;教學(xué)方式不具有針對(duì)性;教學(xué)方式類(lèi)型單一。第二,學(xué)習(xí)者方面:學(xué)習(xí)興趣不高;學(xué)習(xí)需求未得到滿足;學(xué)習(xí)效率低。第三,教材方面:英文注釋對(duì)韓國(guó)分院學(xué)習(xí)者沒(méi)有幫助;教材練習(xí)內(nèi)容對(duì)學(xué)習(xí)者來(lái)說(shuō)難度偏高;教學(xué)實(shí)際安排未達(dá)到教材要求;教學(xué)方式未適應(yīng)教材編寫(xiě)特點(diǎn)。針對(duì)上述問(wèn)題,提出如下建議:第一,教師改進(jìn)教學(xué)方法。其中建議利用話題式詞匯教學(xué)和多種方式詞義解釋來(lái)進(jìn)行改進(jìn);第二,調(diào)整詞匯練習(xí)。建議教師設(shè)計(jì)有針對(duì)性的詞匯練習(xí);第三,提升學(xué)習(xí)者興趣。通過(guò)增加文化講解,利用導(dǎo)入環(huán)節(jié)以及以學(xué)習(xí)者為中心的課堂教學(xué)來(lái)提升興趣。在此建議基礎(chǔ)上以《發(fā)展?jié)h語(yǔ)——中級(jí)口語(yǔ)Ⅰ》中的第十三課《旅游》為例,設(shè)計(jì)了一堂中級(jí)口語(yǔ)詞匯教學(xué)課程。此項(xiàng)研究有助于了解渤海大學(xué)韓國(guó)分院中級(jí)口語(yǔ)課詞匯教學(xué)現(xiàn)狀,其中解決現(xiàn)狀存在問(wèn)題的針對(duì)性策略,可以為在韓國(guó)分院從事漢語(yǔ)教學(xué)的教師提供思考和借鑒的樣本,希望對(duì)韓國(guó)分院未來(lái)的發(fā)展以及渤海大學(xué)韓國(guó)留學(xué)生中級(jí)口語(yǔ)詞匯學(xué)習(xí)的提升有幫助。
[Abstract]:The Korea Branch of Bohai University (hereinafter referred to as the Korea Branch) was established in 2009, located in Gyeonggi Province, South Korea. Oral language course is a very important course in the Korean Branch. Learners' expression skills need to be improved in the intermediate stage of spoken language. However, in the process of expression, it is often restricted by the mastery of vocabulary, and can not be freely expressed in spoken English. Vocabulary teaching in intermediate oral courses should pay attention to methods and methods. The purpose of the study is to investigate the present situation of oral vocabulary teaching in Korean colleges, to find out the problems, to analyze the reasons and to put forward some suggestions for solving the problems, and to analyze the present situation of oral vocabulary teaching from teachers and learners. It is found that the problems exist in the following aspects: first, the teachers' teaching methods are traditional, the teaching methods do not carry out the principles of teaching Chinese as a foreign language, the teaching methods have no pertinence; Second, the learners' interest is not high; the learning needs are not satisfied; the learning efficiency is low. The practice content of teaching materials is difficult for learners; the actual teaching arrangement does not meet the requirements of teaching materials; the teaching methods do not adapt to the characteristics of textbook compilation. In view of the above problems, the following suggestions are put forward: first, Teachers improve their teaching methods. Among them, it is suggested to use topic vocabulary teaching and various ways of word meaning interpretation to improve. Second, adjust vocabulary exercises. Suggest teachers to design targeted vocabulary exercises; third, Promote the interest of learners. By adding cultural explanations, using the introduction link and learner-centered classroom teaching to promote interest. On the basis of this suggestion, take "Tourism" in "developing Chinese-Intermediate spoken English 鈪，

本文編號(hào)：1522663