对外汉语初级综合课词块教学研究

发布时间：2018-04-16 16:15

本文选题：词块 + 词块教学法　；参考：《扬州大学》2016年硕士论文

【摘要】：词块理论被提出以来受到了语言学界越来越多的关注。学者们从语言学、心理学的角度对其进行过研究和分析,后又将其运用于教学领域。词块教学,是上世纪九十年代提出的一种教学法,但如何将词块教学法运用于对外汉语初级综合课的教学值得探讨。自词块理论被提出后,国内外学者对词块的界定提出了各自的观点。立足于对外汉语初级综合课教学的实际,可以将词块界定为一种预制性的,结构相对固定的大于词的言语单位,此类单位语义特征明显,对语境具有选择性,在言语教学中易于提取和记忆,在言语交流中易于提取和表达。按照语言习得“识别—记忆—运用”的顺序看,词块在组成成分、教学实践和言语交流能力三个方面具有明显的特点。按照成句能力、构成成分和表现形式可以将词块分为不同的类型。据此,《发展汉语》(初级综合1)中的词块可分为五大类：套语类、空位填补类、组合类、共现类和搭配类。其中,套语类和空位填补类两类词块在教材中数量最多,分别有100个和104个,它们都是句级词块,加工之后可以直接表达,这就为初级阶段对外汉语词块教学提供参考与便利。将词块教学法运用于《发展汉语》初级综合课的教学实际的具体操作方法是,首先根据《发展汉语》(初级综合1)教材的编排及内容特点并结合词块表,将词块教学法的运用范围限定在三个方面：生词教学、语法教学和语篇教学,并结合每类词块的特点提出具体的教学设计思路。其次,按照这一教学设计思路设计为期两个半月的教学实验,结果显示运用词块教学法的实验组比运用语法翻译法的对照组学习成绩明显提高。相对于传统的语法翻译法而言,词块教学法在第二语言教学中既有其优点,也有其局限性,关键在于针对具体的教学内容及教学对象,灵活运用。
[Abstract]:Since the theory of lexical chunks was put forward, it has attracted more and more attention in the field of linguistics.Scholars have studied and analyzed it from the perspective of linguistics and psychology, and then applied it to the teaching field.Lexical chunks teaching is a kind of teaching method put forward in 1990s, but how to apply lexical chunks teaching method to the teaching of Chinese as a foreign language primary comprehensive course is worth discussing.Since the theory of lexical chunks was put forward, scholars at home and abroad have put forward their own views on the definition of lexical chunks.Based on the practice of teaching Chinese as a foreign language, the lexical chunks can be defined as a prefabricated, relatively fixed speech unit, with obvious semantic characteristics and contextual selectivity.It is easy to extract and memorize in speech teaching and easy to extract and express in speech communication.According to the order of "recognization-memory-application" in language acquisition, lexical chunks have obvious characteristics in terms of composition, teaching practice and verbal communication ability.According to the ability of sentence formation, lexical chunks can be divided into different types.On this basis, the lexical chunks in "Development Chinese" (Primary Synthesis 1) can be divided into five categories: neologism, vacancy filling, combinatorial, co-occurrence and collocation.Among them, there are 100 and 104 lexical chunks in the textbooks, which are sentence level lexical chunks, which can be expressed directly after processing, which provides reference and convenience for the teaching of Chinese lexical chunks as a foreign language at the primary stage.The concrete operation method of applying lexical chunks teaching method to the teaching of "developing Chinese" primary comprehensive course is: firstly, according to the arrangement and content characteristics of "developing Chinese" (Primary Comprehensive 1) teaching material and combining with the lexical chunks list,The application scope of lexical chunks teaching method is limited to three aspects: new word teaching, grammar teaching and discourse teaching, and concrete teaching design ideas are put forward according to the characteristics of each kind of lexical chunks.Secondly, a two-and-a-half month teaching experiment is designed according to this teaching design idea. The results show that the experimental group using lexical block teaching method is better than the control group with grammatical translation method.Compared with the traditional grammar translation method, lexical chunk teaching has its advantages and limitations in second language teaching. The key lies in the flexible application of lexical chunks to specific teaching contents and teaching objects.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195.3

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