本文選題：詞匯　切入點(diǎn)：習(xí)得　出處：《中央民族大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：詞匯是構(gòu)成語言的材料,是語言的血肉,沒有詞匯,人們將無法交流,因此在語言的交際活動中,詞匯有著舉足輕重的作用。 無論是我們母語的習(xí)得,還是第二語言的習(xí)得,對詞匯的掌握都對語言習(xí)得者提出了較高的要求。在某種程度上,語言學(xué)習(xí)者目的語水平很大程度上取決于其對詞匯的知識的掌握。較大的詞匯量能夠幫助第二語言學(xué)習(xí)者在理解與表達(dá)上更為貼切和精確。 因此在漢語作為第二語言的教學(xué)中,詞匯教學(xué)應(yīng)成為整個(gè)語言教學(xué)中的重點(diǎn)。在各種漢語教材中,我們不難發(fā)現(xiàn),詞匯所占的比重遠(yuǎn)遠(yuǎn)超過語法和語音等方面。可以說第二語言學(xué)習(xí)者在第二語言的學(xué)習(xí)過程中對于詞匯的學(xué)習(xí)從未停止過。特別是在學(xué)習(xí)者達(dá)到中高級水平時(shí),詞匯學(xué)習(xí)幾乎成為其語言學(xué)習(xí)的全部內(nèi)容。 人們己知語言的輸出與輸入同樣重要,有語言輸入才可能習(xí)得語言,語言輸出則是完成語言材料內(nèi)化過程,將外在材料轉(zhuǎn)入自身語言系統(tǒng)必不可少的一個(gè)環(huán)節(jié)。 人們用“聽說讀寫”四個(gè)方面來考察一個(gè)人的語言能力,無論哪一方面的能力都要重視�！罢f”與“寫”不僅是學(xué)習(xí)者口語能力與寫作能力的體現(xiàn),同樣可以作為學(xué)習(xí)者學(xué)習(xí)第二語言的途徑。作為兩種不同的輸出方式,說與寫在習(xí)得上所產(chǎn)生的效果也不完全相同。那么哪一種輸出方式能獲得更好的習(xí)得效果?這是值得教師和學(xué)習(xí)者考慮的問題。 本文將探討通過“說”和“寫”兩種不同輸出方式習(xí)得的詞匯,在習(xí)得效果上所產(chǎn)生的不同。 筆者通過實(shí)驗(yàn)對這個(gè)問題進(jìn)行了假設(shè)和驗(yàn)證。筆者借鑒詞匯知識測量的方法,進(jìn)行了實(shí)驗(yàn)設(shè)計(jì),并對中央民族大學(xué)的16位留學(xué)生進(jìn)行了實(shí)驗(yàn)和測試。實(shí)驗(yàn)總共分為兩部分：第一部分是詞匯的學(xué)習(xí)過程,將測試詞語分為兩組,分別進(jìn)行筆頭輸出與口頭輸出；第二部分為詞匯習(xí)得情況的考察,考察有兩次,第一次考察在剛進(jìn)行完測試詞匯輸出時(shí)立即進(jìn)行,第二次考察在一周后進(jìn)行。 兩次測試的結(jié)果都被錄入SPSS數(shù)據(jù)分析軟件進(jìn)行分析,最后獲得的數(shù)據(jù)表明,第一次考核中寫作組的成績優(yōu)于口語組的成績,第二次考核中口語組的成績優(yōu)于寫作組的成績。因此我們得知,通過寫作輸出習(xí)得的詞語在短時(shí)內(nèi)習(xí)得的效果更好,而通過口頭輸出習(xí)得的詞語保持的時(shí)間更長。 在教學(xué)過程中,我們可以根據(jù)這一結(jié)論對詞語進(jìn)行不同的處理,若是需要在較短時(shí)間內(nèi)立即習(xí)得并應(yīng)用,就可以采用書寫的方式幫助學(xué)習(xí)者進(jìn)行練習(xí),而若需要學(xué)習(xí)者更好地保持住所學(xué)的詞語,就要加強(qiáng)詞語的口頭輸出。 總的來說,在漢語作為第二語言的教學(xué)中,學(xué)習(xí)者詞匯量的大小直接影響了學(xué)的漢語水平,更好更有效地習(xí)得詞語是教師和學(xué)習(xí)者共同的追求。盡管兩種輸出方式有何不同,把兩者相結(jié)合才能達(dá)到最好的習(xí)得效果。
[Abstract]:Vocabulary is the material of language, and it is the flesh and blood of language. Without vocabulary, people will be unable to communicate. Therefore, vocabulary plays an important role in the communication of language. Both the acquisition of our mother tongue and the acquisition of a second language, the mastery of vocabulary has put forward a higher demand for language acquirers. To a certain extent, The target language level of a language learner depends to a great extent on his or her knowledge of the vocabulary. A large vocabulary can help the second language learner to understand and express the target language more appropriately and accurately. Therefore, in the teaching of Chinese as a second language, vocabulary teaching should become the focus of the whole language teaching. The proportion of vocabulary is far greater than that of grammar and phonetics. It can be said that second language learners have never stopped learning vocabulary in the process of second language learning. Vocabulary learning is almost the whole content of language learning. It is well known that the output of language is as important as the input. Language output is an indispensable link to complete the internalization of language material and transfer the external material into its own language system. People use the four aspects of "listening, speaking, reading and writing" to study a person's language ability, no matter which one should pay attention to. "speaking" and "writing" are not only the embodiment of learners' oral ability and writing ability. It can also be used as a way for learners to learn a second language. As two different modes of output, the effects of speaking and writing are not exactly the same. This is a problem for teachers and learners to consider. This paper will explore the differences in the acquisition effects of words acquired through two different output ways: "speaking" and "writing". The author hypothesizes and verifies this problem through experiments. The author uses the method of lexical knowledge measurement for reference and designs the experiment. The experiment is divided into two parts: the first part is the learning process of vocabulary, the test words are divided into two groups, written output and oral output; The second part is the investigation of vocabulary acquisition. The first one was conducted immediately after the test of vocabulary output, and the second one was conducted one week later. The results of both tests were entered into the SPSS data analysis software for analysis. Finally, the data obtained showed that the scores of writing group in the first examination were better than those of the oral group. Therefore, we know that the words acquired through the output of writing are more effective in the short term acquisition, while the words acquired through the oral output are maintained for a longer period of time. In the course of teaching, we can deal with different words according to this conclusion. If we need to acquire and apply them in a short time, we can use writing to help learners practice. If it is necessary for learners to maintain the words they have learned, it is necessary to strengthen the oral output of the words. In general, in the teaching of Chinese as a second language, the size of learners' vocabulary has a direct impact on the level of learning Chinese. Better and more effective acquisition of words is the common pursuit of both teachers and learners. Combine the two to achieve the best acquisition results.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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