初、中高级阶段汉语词汇教学方法的比较研究

发布时间：2019-05-09 01:17

【摘要】：我国对外汉语事业经过近三十年的研究发展,在对外汉语教学的各个领域都取得了相当大的成就。随着对教学研究的不断的发展和深入,词汇教学在对外汉语教学过程中地位也越来越受到各位教育工作者的重视。词汇教学贯穿对外汉语教学的始终,针对学习者来说,在各阶段的汉语学习中词汇学习均是其主要的学习任务。同时,在对外汉语学习的课堂上,不论是口语课还是综合课,词汇教学环节都是重要的教学环节。而从教学和习得角度来说,汉语词汇系统本身的具有一定的复杂性、变化性,各个阶段词汇的难度,及要求掌握的水平不同。初级阶段要求学习者掌握大部分的甲、乙级汉字和词汇,具备基本的听说、交际能力。在对外汉语中、高级阶段,则要求学习者主要掌握丙、丁级词汇,掌握一词多义、近义词、形近词、成语和俗语,能够熟练的使用汉语表达。除了词汇特点和学习任务不同外,学习者个体差异也是影响词汇教学效果的因素之一。学习者的个体差异,不同国别、年龄、汉语学习阶段,都对汉语词汇习得造成不同程度的干扰。汉语学习的初级阶段母语的负迁移现象很明显,而到了中、高级阶段,学习者逐渐摆脱了母语的影响,形成汉语语言习惯。由于以上的原因,对外汉语的词汇教学工作仍存在着诸多难点。因此,现在越来越多的专家学者将研究的重点放在了对汉语词汇的教学方法的研究上,以期望能够寻找出一种有效的教学方法,并可以普遍适用于对外汉语词汇的课堂教学中。但事实上由于不同阶段的学习者个体差异和词汇本身的特点不同,因此不能一概而论,应该针对不同阶段的词汇教学有其相应的教学方法。词汇展示方面,初级阶段一般根据词与词之间意义的相关性进行组合排列展示,中、高级阶段的教师可以按词类排列展示。在词汇的释义和讲解上,我们可将直观释义法、利用形象释义、母语释义法等用于初级阶段的词汇教学,在中、高级阶段我们可使用利用汉字字型解释单音节词、设置语境法、利用近反义词释义和语素释义法等。词汇教学过程中的文化导入也是很重要的,但是阶段不同文化导入的倾向也不同,初级阶段主要倾向于表层的物质文化,而到了中、高级阶段,词汇的文化导入则倾向于深层精神文化的导入。在初级阶段要求学习者复用式掌握所学词汇,所以一般采用机械式训练方法来进行复习和巩固,而中、高级阶段的大部分词汇则要求学习者领会式掌握,所以在复习和巩固词汇上可选择造句、选词填空、写近、反义词等方法来代替初级阶段的机械式训练。本文结合前人的研究成果,对对外汉语不同阶段学生及词汇特性进行了比较研究,同时也对初级及中、高级阶段对外汉语词汇教学的教学方法进行了探讨,希望能对对外汉语词汇教学理论与实践研究贡献绵薄之力。
[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.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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