汉英词汇对比下的空缺图式理论及教学策略研究

发布时间：2018-06-15 19:21

本文选题：图式理论 + 空缺图式　；参考：《河北师范大学》2013年硕士论文

【摘要】：图式是知识组织的形式。现代图式理论从心理学领域发展到语言学研究中，已经得到很多研究和应用，但是关于图式理论在对外汉语词汇中的应用研究还不成熟，也不够充分。本论文以图式理论为理论依据，从学习者的认知心理角度出发，通过调整学习者旧有图式来构建新图式，填补学习者图式的空缺，使汉语词汇以图式的形式储存在学习者大脑中。本研究把汉语词汇与英语词汇的对比分为四种图式类型：重合图式、差异图式、对立图式和空缺图式，根据词汇意义包括概念意义和联想意义，词汇图式也可包括概念意义图式和联想意义图式两个子图式。依据此分类方式可把空缺图式进一步分为概念空缺、词语空缺和联想空缺三类。要确定空缺图式词汇的教学方法需要首先了解图式空缺形成的原因，本论文把空缺图式的范畴与成因细分为七个部分：地理环境、生活习俗、历史文化、宗教文化、政治制度、语言文字和文学渊源。以空缺图式词汇的分类及其范畴与成因为基础，本文探讨了构建词汇图式、填补图式空缺的教学策略。以科学性、系统性、实践性和文化性为教学原则，以图式构建的阶段性为指导，从词汇图式的中心向外围扩展，先构建中心图式，然后填充外围图式，，逐步构建起完整的图式。运用图式理论进行空缺图式词汇的教学，在具体的教学方法上可使用图式直观形象给予法、翻译解释法、语境呈现法、讲解法等使学习者构建起中心图式，使用概念意义扩展法、联想意义构建法等帮助学习者填充外围图式，并采用一些练习使学习者构建起的图式得以巩固和完善。用图式理论指导对外汉语词汇的教学，可使教学方法得到改进，使词汇教学取得更佳的效果，使词汇在汉语学习中发挥应有的作用。
[Abstract]:Schemata are forms of knowledge organization. From the field of psychology to the study of linguistics, modern schema theory has been studied and applied in many fields. However, the research on the application of schema theory in Chinese vocabulary as a foreign language is still immature and inadequate. On the basis of schema theory and from the perspective of learners' cognitive psychology, this thesis constructs new schemata by adjusting learners' old schemas to fill the gaps in learners' schemata. Chinese vocabulary is stored in the learner's brain in schematic form. In this study, the comparison between Chinese and English vocabulary is divided into four types: coincidence schema, differential schema, opposites schema and vacancy schema. According to the lexical meaning, it includes conceptual meaning and associative meaning. Lexical schemata can also include conceptual meaning schemata and associative meaning schemata. According to this classification, the vacancy schema can be further divided into three categories: conceptual vacancy, word vacancy and associative vacancy. In order to determine the teaching method of the vacant schema vocabulary, we should first understand the reasons for the formation of the schema vacancy. This paper divides the category and cause of the vacancy schema into seven parts: geographical environment, life custom, history and culture, religion culture, political system, etc. The origin of language and literature. Based on the classification of vacant schema vocabulary and its categories and causes, this paper discusses the teaching strategies of constructing vocabulary schema and filling schema vacancy. Based on the teaching principles of scientific, systematic, practical and cultural, and under the guidance of the stage of schema construction, this paper expands from the center of the lexical schema to the periphery, first constructs the central schema, then fills in the peripheral schema, and builds up the complete schema step by step. Applying schema theory to the teaching of vacant schema vocabulary, we can use the visual image giving method, translation interpretation method, contextual presentation method and explanation method to construct the central schema in the specific teaching methods. The use of conceptual meaning extension method and associative meaning construction method helps learners fill in peripheral schemas and some exercises are used to consolidate and improve the schemas constructed by learners. Using schema theory to guide the teaching of Chinese vocabulary as a foreign language can improve the teaching method, achieve better results in vocabulary teaching and make vocabulary play its due role in Chinese learning.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】