蒙古国汉语词汇教学研究

发布时间：2018-06-26 02:59

本文选题：蒙古中学生词汇教学 + 认知理论　；参考：《吉林大学》2012年硕士论文

【摘要】：本文从蒙古国汉语词汇教学现状出发，基于认知理论对汉语词汇教学的思考，分析蒙古国第二语言学习者学习汉语词汇的教学策略。笔者结合赴蒙古国伊赫扎萨克大学中学部的实际教学经验，论述了在第二语言教学过程中蒙古国的中学生对汉语词汇的认知特点和习得过程，并且提出了符合蒙古国中学生习得汉语词汇的教学策略。笔者的教学对象是7——11年级的中学生，所使用的教材是《跟我学汉语》第一册至第四册，学生的汉语水平从零基础到中高级。在蒙古国的汉语教学过程中，我们首先要了解两国语言之间的区别，又要了解蒙古国中学生的心理特点，这样才能采取行之有效的教学方法来提高对外汉语教学。其次第二语言的学习是理性兼感性、心理兼文化、兴趣兼目的，这些因素都在影响着蒙古国词汇教学。从记录语言的文字形式看，蒙古语和汉语选取了不同的文字体系。其中蒙古语文字使用的是斯拉夫字母，共35个，属于可以见形知音、听音知形的表音文字；而汉字是表意文字，并且采用二维空间的平面结构，因此汉语词汇的书写形式错综复杂，两种文字体系的差异也加重了蒙古学生习得汉语词汇的负担。蒙古国学生学习汉语，也可以说是一个认知的过程，通过了解蒙古学生的认知特点，将这一特点作为理论研究，结合学生的文化背景、学习动机、个性特征来做好对外汉语的教学。本文共从四方面来阐述认知理论在蒙古国中学生习得汉语词汇时所产生的作用，进而探索蒙古国中学生习得汉语词汇的教学策略。第一部分从第二语言学习者的汉语词汇教学研究概况出发，介绍了在第二语言教学中，汉语词汇教学研究是基础性的研究，第二语言学习者需要掌握一定数量的词汇，这样在整个语言学习过程中进程会非常快。第二部分是对蒙古国汉语词汇教学现状的分析，以及在教学过程中存在的三大问题，分别为汉语词汇的意义和用法缺乏系统性，蒙古学生受母语干扰以及学生在习得汉语词汇时缺乏自然语境。第三部分是基于认知理论来对蒙古国汉语词汇教学的思考，分别从学习者对语音认知、字形认知、语义认知这三方面来进行阐述。第四部分是运用认知理论来指导蒙古国的汉语词汇教学，提出三大策略，分别为联想教学策略，语境教学策略，母语正负迁移教学策略。本文从蒙古国汉语词汇教学现状出发，基于认知理论分析蒙古国汉语词汇教学的策略，根据汉语作为蒙古国第二语言词汇教学的性质和规律，和蒙古国中学生在学习汉语过程中所遇到的瓶颈以及在实际交流运用汉语词汇时存在的问题，，提出了符合蒙古国中学生的汉语词汇教学策略，目的在于扩大学生的词汇量，培养学生在实际交流中运用词汇的能力，从而来提高蒙古国中学生的整体汉语水平。
[Abstract]:This paper, based on the current situation of Chinese vocabulary teaching in Mongolia, analyzes the teaching strategy of Chinese vocabulary learning by the second language learners in Mongolia, based on the cognitive theory of Chinese vocabulary teaching. The author, in combination with the practical teaching experience of the Middle School of the University of Mongolia in the middle school of the University of Yi Zi - Zi, describes the middle of the country in the course of the teaching of the second language. The students' cognitive characteristics and acquisition process of Chinese vocabulary, and put forward a teaching strategy that accords with the acquisition of Chinese vocabulary by middle school students in Mongolia.
The teaching object of the author is the middle school students in Grade 7 and 11. The teaching material is to learn Chinese from the first to fourth, and the students' Chinese level is from the zero basis to the middle and the middle. In the course of Chinese teaching in Mongolia, we must first understand the differences between the two languages of the two countries and the psychological characteristics of the middle school students in Mongolia. The second second language learning is rational and perceptual, psychology and culture, interest and purpose. These factors all affect the teaching of vocabulary in Mongolia. From the written form of recording language, Mongolian and Chinese have selected different text systems. Among them, the Chinese characters in Mongolia A total of 35 Slavic letters, which belong to a total of 35, belong to the phonetic alphabet that can be seen in shape and sound, and the Chinese characters are ideographic and ideographic, and the Chinese vocabulary is intricately written in two dimensional space. The difference between the two language systems also aggravates the burden on the acquisition of Chinese vocabulary by the students of Mongolia. Mongolia student studies Learning Chinese can also be said to be a cognitive process. By understanding the cognitive characteristics of the students in Mongolia, this characteristic is regarded as a theoretical study, combining with the cultural background, motivation and personality of the students to do a good job in teaching Chinese as a foreign language.
This paper expounds the role of cognitive theory in the acquisition of Chinese vocabulary by middle school students in Mongolia from four aspects, and then explores the teaching strategies of the acquisition of Chinese vocabulary by middle school students in Mongolia. The first part, starting from the survey of the Chinese vocabulary teaching of the second language learners, introduces the teaching and research of Chinese vocabulary in the teaching of second language. The study is a basic study. The second language learners need to master a certain number of vocabulary, so that the process will be very fast in the whole process of language learning. The second part is the analysis of the present situation of the Chinese vocabulary teaching in Mongolia and the three problems in the course of teaching, and the meaning and usage of the Chinese vocabulary is lack of systematic nature. The students in Mongolia are disturbed by their mother tongue and the students lack the natural context when they acquire Chinese vocabulary. The third part is the thinking of the Chinese vocabulary teaching in Mongolia based on cognitive theory, respectively from the three aspects of the learners' phonetic cognition, glyph cognition and semantic cognition. The fourth part uses cognitive theory to guide the country of Mongolia. Three strategies are put forward in Chinese vocabulary teaching, namely, Lenovo teaching strategy, context teaching strategy, and mother tongue positive and negative transfer teaching strategy.
This paper, based on the current situation of Chinese vocabulary teaching in Mongolia, analyzes the strategies of Chinese vocabulary teaching in Mongolia based on cognitive theory, according to the nature and law of Chinese as the second language vocabulary teaching of the country of Mongolia, and the bottlenecks in the process of learning Chinese in the process of learning Chinese by middle school students in Mongolia and the questions that exist in the actual use of Chinese vocabulary in the exchange of Chinese words. The paper puts forward a Chinese vocabulary teaching strategy which is in line with middle school students in Mongolia. The aim is to expand the vocabulary of students and cultivate the students' ability to use vocabulary in actual communication, so as to improve the overall Chinese level of middle school students in Mongolia.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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