初、中高級(jí)階段漢語(yǔ)詞匯教學(xué)方法的比較研究
發(fā)布時(shí)間：2019-05-09 01:17
【摘要】：我國(guó)對(duì)外漢語(yǔ)事業(yè)經(jīng)過(guò)近三十年的研究發(fā)展,在對(duì)外漢語(yǔ)教學(xué)的各個(gè)領(lǐng)域都取得了相當(dāng)大的成就。隨著對(duì)教學(xué)研究的不斷的發(fā)展和深入,詞匯教學(xué)在對(duì)外漢語(yǔ)教學(xué)過(guò)程中地位也越來(lái)越受到各位教育工作者的重視。詞匯教學(xué)貫穿對(duì)外漢語(yǔ)教學(xué)的始終,針對(duì)學(xué)習(xí)者來(lái)說(shuō),在各階段的漢語(yǔ)學(xué)習(xí)中詞匯學(xué)習(xí)均是其主要的學(xué)習(xí)任務(wù)。同時(shí),在對(duì)外漢語(yǔ)學(xué)習(xí)的課堂上,不論是口語(yǔ)課還是綜合課,詞匯教學(xué)環(huán)節(jié)都是重要的教學(xué)環(huán)節(jié)。而從教學(xué)和習(xí)得角度來(lái)說(shuō),漢語(yǔ)詞匯系統(tǒng)本身的具有一定的復(fù)雜性、變化性,各個(gè)階段詞匯的難度,及要求掌握的水平不同。初級(jí)階段要求學(xué)習(xí)者掌握大部分的甲、乙級(jí)漢字和詞匯,具備基本的聽(tīng)說(shuō)、交際能力。在對(duì)外漢語(yǔ)中、高級(jí)階段,則要求學(xué)習(xí)者主要掌握丙、丁級(jí)詞匯,掌握一詞多義、近義詞、形近詞、成語(yǔ)和俗語(yǔ),能夠熟練的使用漢語(yǔ)表達(dá)。除了詞匯特點(diǎn)和學(xué)習(xí)任務(wù)不同外,學(xué)習(xí)者個(gè)體差異也是影響詞匯教學(xué)效果的因素之一。學(xué)習(xí)者的個(gè)體差異,不同國(guó)別、年齡、漢語(yǔ)學(xué)習(xí)階段,都對(duì)漢語(yǔ)詞匯習(xí)得造成不同程度的干擾。漢語(yǔ)學(xué)習(xí)的初級(jí)階段母語(yǔ)的負(fù)遷移現(xiàn)象很明顯,而到了中、高級(jí)階段,學(xué)習(xí)者逐漸擺脫了母語(yǔ)的影響,形成漢語(yǔ)語(yǔ)言習(xí)慣。由于以上的原因,對(duì)外漢語(yǔ)的詞匯教學(xué)工作仍存在著諸多難點(diǎn)。因此,現(xiàn)在越來(lái)越多的專家學(xué)者將研究的重點(diǎn)放在了對(duì)漢語(yǔ)詞匯的教學(xué)方法的研究上,以期望能夠?qū)ふ页鲆环N有效的教學(xué)方法,并可以普遍適用于對(duì)外漢語(yǔ)詞匯的課堂教學(xué)中。但事實(shí)上由于不同階段的學(xué)習(xí)者個(gè)體差異和詞匯本身的特點(diǎn)不同,因此不能一概而論,應(yīng)該針對(duì)不同階段的詞匯教學(xué)有其相應(yīng)的教學(xué)方法。詞匯展示方面,初級(jí)階段一般根據(jù)詞與詞之間意義的相關(guān)性進(jìn)行組合排列展示,中、高級(jí)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(yǔ)釋義法等用于初級(jí)階段的詞匯教學(xué),在中、高級(jí)階段我們可使用利用漢字字型解釋單音節(jié)詞、設(shè)置語(yǔ)境法、利用近反義詞釋義和語(yǔ)素釋義法等。詞匯教學(xué)過(guò)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(jí)階段主要傾向于表層的物質(zhì)文化,而到了中、高級(jí)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(jí)階段要求學(xué)習(xí)者復(fù)用式掌握所學(xué)詞匯,所以一般采用機(jī)械式訓(xùn)練方法來(lái)進(jìn)行復(fù)習(xí)和鞏固,而中、高級(jí)階段的大部分詞匯則要求學(xué)習(xí)者領(lǐng)會(huì)式掌握,所以在復(fù)習(xí)和鞏固詞匯上可選擇造句、選詞填空、寫(xiě)近、反義詞等方法來(lái)代替初級(jí)階段的機(jī)械式訓(xùn)練。本文結(jié)合前人的研究成果,對(duì)對(duì)外漢語(yǔ)不同階段學(xué)生及詞匯特性進(jìn)行了比較研究,同時(shí)也對(duì)初級(jí)及中、高級(jí)階段對(duì)外漢語(yǔ)詞匯教學(xué)的教學(xué)方法進(jìn)行了探討,希望能對(duì)對(duì)外漢語(yǔ)詞匯教學(xué)理論與實(shí)踐研究貢獻(xiàn)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(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
本文編號(hào)：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(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
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