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汉语作为第二语言的近义词教学实验研究 =

汉语作为第二语言的近义词教学实验研究 = : An Empirical Study on the Teaching of Near-synonyms to Learners of Chinese as a Second Language.

 Hong, Wei.
 424-432 p. 中文 ISSN: 10025804
Near-synonyms.近义词.Discovery-based instruction.Expository instruction.In-class differentiation.发现式教学.接受式教学.课堂辨析.
Tác giả CN Hong, Wei.
Nhan đề 汉语作为第二语言的近义词教学实验研究 = An Empirical Study on the Teaching of Near-synonyms to Learners of Chinese as a Second Language. /Hong Wei.
Mô tả vật lý 424-432 p.
Tóm tắt This paper presents an empirical study on how in-class explicit instruction on the differences between near-synonyms affects the L2 acquisition of Chinese near-synonyms. The results show that explicit instruction of the differences significantly improves the acquisition of the differences between near-synonyms,and that discovery-based instruction results in better acquisition of the differences between near-synonyms than the traditional expository instruction does. The research also indicates that explicit instruction mainly accelerates the overall acquisition of near-synonyms,without significantly changing the acquisition order of the differences between near-synonyms.
Tóm tắt 本文通过一项实证研究考察课堂近义词辨析对汉语二语学习者近义词习得的影响。实验结果表明:显性的近义词辨析教学对近义词差异的习得具有显著的促进作用,发现式教学模式比传统的接受式教学模式更有利于促进和保持近义词的习得,近义词辨析教学的作用主要体现在加速近义词的整体习得上,对近义词差异的习得顺序影响不显著。
Từ khóa tự do Near-synonyms.
Từ khóa tự do 近义词.
Từ khóa tự do Discovery-based instruction.
Từ khóa tự do Expository instruction.
Từ khóa tự do In-class differentiation.
Từ khóa tự do 发现式教学.
Từ khóa tự do 接受式教学.
Từ khóa tự do 课堂辨析.
Nguồn trích Shijie Hanyu Jiaoxue.- 2013, Vol. 27.
MARC
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245[1 0] |a 汉语作为第二语言的近义词教学实验研究 = |b An Empirical Study on the Teaching of Near-synonyms to Learners of Chinese as a Second Language. / |c Hong Wei.
300[ ] |a 424-432 p.
362[0 ] |a Vol. 27, No. 3 (Jul. 2013)
520[ ] |a This paper presents an empirical study on how in-class explicit instruction on the differences between near-synonyms affects the L2 acquisition of Chinese near-synonyms. The results show that explicit instruction of the differences significantly improves the acquisition of the differences between near-synonyms,and that discovery-based instruction results in better acquisition of the differences between near-synonyms than the traditional expository instruction does. The research also indicates that explicit instruction mainly accelerates the overall acquisition of near-synonyms,without significantly changing the acquisition order of the differences between near-synonyms.
520[ ] |a 本文通过一项实证研究考察课堂近义词辨析对汉语二语学习者近义词习得的影响。实验结果表明:显性的近义词辨析教学对近义词差异的习得具有显著的促进作用,发现式教学模式比传统的接受式教学模式更有利于促进和保持近义词的习得,近义词辨析教学的作用主要体现在加速近义词的整体习得上,对近义词差异的习得顺序影响不显著。
653[0 ] |a Near-synonyms.
653[0 ] |a 近义词.
653[0 ] |a Discovery-based instruction.
653[0 ] |a Expository instruction.
653[0 ] |a In-class differentiation.
653[0 ] |a 发现式教学.
653[0 ] |a 接受式教学.
653[0 ] |a 课堂辨析.
773[ ] |t Shijie Hanyu Jiaoxue. |g 2013, Vol. 27.
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