初级阶段留学生汉语词汇知识输入与习得情况考察

发布时间：2018-05-29 05:20

本文选题：词汇习得 + 词汇呈现　；参考：《复旦大学》2013年硕士论文

【摘要】：词汇教学是对外汉语教学中的重要组成部分,近年来越来越受到广大专家学者的关注,跟词汇知识习得有关的理论和实证研究也是层出不穷,取得了丰硕的成果,但是这一领域仍然有很多问题没有得到有效的解决。本文运用文献整理、实证研究等方法,从词汇知识输入的呈现方式入手,针对词汇呈现方法和词汇知识习得效果之间的关系进行了研究,经过研究发现不同的词汇呈现方式会对词汇习得效果产生一定的影响。组合呈现方式从整体上看要优于聚合呈现和无关联呈现,同时语境的强弱对词汇知识习得也会有一定的影响,强语境下的词汇输入比弱语境下的输入对习得的促进作用更大。进行这一系列调查和研究的最终目的,是为了给教学提供合理有效的建议,提高教学效率,帮助学习者更好地掌握词汇知识。全文共分为六个大部分：一、绪论：介绍本选题的意义和价值；二、归纳整理在这一领域前人相关的理论研究和实证研究的成果；三、介绍本研究的理论基础；四、进行实证研究,分别介绍研究的对象、方法、数据收集以及讨论,并得出结论：组合呈现方式要优于聚合呈现和无关联呈现；在语境呈现方式下,强语境的习得效果要好于弱语境。五、针对本研究得出的结论,提出相应的教学建议；六、结语：总结本文的主要内容,并指出不足之处。
[Abstract]:Vocabulary teaching is an important part of teaching Chinese as a foreign language. In recent years, more and more experts and scholars pay attention to vocabulary teaching. However, there are still many problems in this area that have not been solved effectively. This paper studies the relationship between lexical presentation methods and vocabulary knowledge acquisition effects by means of literature collation and empirical research, starting with the presentation of lexical knowledge input. It is found that different ways of lexical presentation have a certain influence on the effect of vocabulary acquisition. On the whole, combination presentation is better than aggregate presentation and non-relevance presentation. At the same time, the strength of context also has a certain influence on vocabulary knowledge acquisition, and vocabulary input in strong context is more effective than input in weak context in the acquisition of vocabulary knowledge. The ultimate purpose of this series of investigation and research is to provide reasonable and effective advice for teaching, to improve teaching efficiency and to help learners master vocabulary knowledge better. The thesis is divided into six parts: Introduction: introduce the significance and value of this topic; Second, summarize the related theoretical and empirical research results in this field; Third, introduce the theoretical basis of this study; Fourthly, the empirical study is conducted to introduce the object, method, data collection and discussion of the study, and to draw the conclusion that the combined presentation is superior to the aggregate presentation and the non-relational presentation. The acquisition effect of strong context is better than that of weak context. Fifth, according to the conclusion of this study, put forward the corresponding teaching suggestions; Conclusion: summing up the main contents of this paper and pointing out the inadequacies.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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