谈信息转换教学法的言语转化率问题

发布时间：2018-01-19 03:14

本文关键词： 视觉词汇语法听觉词汇语法口头词汇语法转化率　出处：《语言研究》2002年S1期 　论文类型：期刊论文

【摘要】：就语言符号自身特性而言,有可视性(与可写性相符)、可听性、可说性;而对每一个具有言语能力的使用者而言,语言符号又有三种主体存储方式,即视觉词汇语法、听觉词汇语法和口头词汇语法。事实上,对于众多的第二语言学习者而言,其视觉词汇语法远远大于听觉词汇语法,而听觉词汇语法又远远大于口头词汇语法。这是典型的外语学习中的瓶颈现象,如何促进学生由读到听到说的转化,是第二语言教学培养学生言语能力的根本所在。本文试图从对外汉语教学的实际出发,依据上述的有关语言符号的理念,设计“信息量转换教学法”,并把留学生在词汇、语法及其相关的句式上的转化率量化,阐明这种方法在促进言语能力由读到听到说的转化以及形成语感能力上的
[Abstract]:As far as the characteristics of language symbols are concerned, there is visibility (consistent with writability, audibility and speakability); For every user with speech ability, there are three main ways to store language symbols, namely visual lexical grammar, auditory lexical grammar and oral lexical grammar. For many second language learners, the visual lexical grammar is far greater than the auditory lexical grammar, and the auditory lexical grammar is far greater than the oral lexical grammar, which is a typical bottleneck in foreign language learning. How to promote the transformation of students from reading to hearing and speaking is the basis of second language teaching to cultivate students' speech ability. This paper attempts to start from the reality of teaching Chinese as a foreign language and according to the above concepts of language symbols. The teaching method of information quantity conversion is designed, and the conversion rate of foreign students in vocabulary, grammar and related sentence structure is quantified. This method is used to promote the transformation of speech ability from reading to hearing and to form language sense.
【作者单位】：海洋大学文学院汉学系
【分类号】：H09
【正文快照】： 理论前提作为一种重要的交际符号系统,语言符号自身有三大特征,即可视性(与可写性相符)、可听性和可说性。而每一个语言学习者和使用者又都有与之相应三种记忆方式,即vision-minded(视觉记忆)、audio-minded(听觉记忆)和0ral.minded(口头记忆)。所记忆的语言符号就有三种存

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