语境教学法在对韩汉语综合课词汇教学中的应用研究

发布时间：2018-07-31 14:40

【摘要】：语境这一概念最早是1923年由马林诺夫斯基提出来的,经过语言学家的不断实践与完善,将语境理论成功运用于语言教学中,形成语境教学法。语境教学法是教师通过创设具体的、贴近现实生活的语境,让学生在语境中感知、理解和正确运用语言的教学方法。本研究通过在韩国十个月的汉语教学实践,结合对不同区域的韩国学生和汉语教的问卷调查,发现了学生汉语词汇学习存在的一些明显问题,这些问题制约着韩国学生的词汇学习效率,大大影响着汉语学习效果。为了改善对韩汉语词汇教学的现状,提高韩国学生汉语词汇学习的效果,采用实践法、问卷调查法、案例分析法,充分利用笔者在韩国进行汉语词汇教学的课堂实践,将语境教学法应用于对韩汉语词汇教学实践中,总结出一套有实践意义的语境词汇教学模式,并且在课堂中得到了较为成功的实践。不仅使词汇教学课堂变得生动有趣,而且学生的汉语词汇运用能力有了显著的提升,最大限度地将词汇知识转化成语言词汇技能。在实践中,教师总结和反思了教学中存在的问题和不足,语境教学法运用在对韩汉语词汇教学上的适用范围还需要进一步考量;词汇教学时间的安排难以把握;教师与学生的角色定位和合作还是很模糊,这些问题都需要理论和实践中不断解决和完善,才能更好地改善词汇教学现状,提升和扩大汉语在韩国的传播速度和范围,更好地接受实践的检验。
[Abstract]:The concept of context was first put forward by Ma Lin Noowski in 1923. Through the continuous practice and perfection of linguists, context theory was successfully applied to language teaching and context teaching method was formed. Context teaching method is a teaching method in which the students can perceive, understand and use the language correctly by creating a concrete context close to the real life. Based on the practice of Chinese teaching in Korea for ten months and the questionnaire survey on Korean students and Chinese teaching in different regions, this study finds out some obvious problems in Chinese vocabulary learning. These problems restrict the vocabulary learning efficiency of Korean students and greatly affect the learning effect of Chinese. In order to improve the present situation of Korean Chinese vocabulary teaching and improve the effect of Korean students' Chinese vocabulary learning, the author makes full use of the classroom practice of Chinese vocabulary teaching in South Korea by means of practice, questionnaire investigation and case analysis. The contextual teaching method is applied to the practice of vocabulary teaching in Korean and Chinese, and a set of contextual lexical teaching modes with practical significance is summed up, which has been successfully practiced in the classroom. It not only makes the vocabulary teaching classroom lively and interesting, but also improves the students' ability of using Chinese vocabulary to the maximum extent, which can transform the vocabulary knowledge into the language vocabulary skills. In practice, teachers sum up and reflect on the problems and shortcomings in teaching. The application of contextual teaching method in Korean and Chinese vocabulary teaching needs further consideration, and the arrangement of vocabulary teaching time is difficult to grasp. The role orientation and cooperation between teachers and students are still very vague. These problems need to be solved and perfected constantly in theory and practice, in order to better improve the present situation of vocabulary teaching and to promote and expand the speed and scope of the spread of Chinese in Korea. Better accept the test of practice.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【相似文献】