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课堂显性辨析对汉语二语者习得近义词差异的影响

课堂显性辨析对汉语二语者习得近义词差异的影响

 洪炜
 tr. 84-92
near-synonyms近义词in-class differentiation汉语二语学习课堂显性辨析types of difference差异类型Chinese L2 learning
Tác giả CN 洪炜
Nhan đề 课堂显性辨析对汉语二语者习得近义词差异的影响 / 洪炜
Mô tả vật lý tr. 84-92
Tóm tắt 本文通过实证研究考察课堂显性辨析对汉语二语学习者习得近义词差异的影响。实验结果表明:整体而言,课堂显性辨析对近义词差异的习得具有显著促进作用,但辨析次数对不同类型差异的习得有不同影响。对于语义重点差异和适用对象差异,进行两次辨析能显著促进学习者对这些差异的习得;但对于不同义项差异、组合分布差异等,第二次辨析并未促进教学效果显著提高。基于教学经济性原则,对不同类型差异的教学策略应有所不同。
Tóm tắt This paper presents an empirical study on the effect of in-class differentiation on L2 acquisition of Chinese near-synonyms. The results show that, in general, time spent in class distinguishing near-synonyms significantly promotes the acquisition of the differences between near-synonyms. However, an increase in the frequency of explanation does not have a significant effect to all types of differences. As for the difference of conceptual meaning and the difference of applicable object, an increase in the frequency of explanation can significantly enhance the learner’s ability to acquire these differences. As for the difference of non-synonymous senses and the difference of syntagmatic constrain, an increase in the frequency of explanation brings about no significant teaching effect. Thus, it is advisable that different teaching strategies should be adopted when teachers differentiate varied types of difference.
Từ khóa tự do near-synonyms
Từ khóa tự do 近义词
Từ khóa tự do in-class differentiation
Từ khóa tự do 汉语二语学习
Từ khóa tự do 课堂显性辨析
Từ khóa tự do types of difference
Từ khóa tự do 差异类型
Từ khóa tự do Chinese L2 learning
Nguồn trích 汉语学习 Chinese Language Learning, - 2017(04)
MARC
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245[1 0] |a 课堂显性辨析对汉语二语者习得近义词差异的影响 / |c 洪炜
300[1 0] |a tr. 84-92
520[ ] |a 本文通过实证研究考察课堂显性辨析对汉语二语学习者习得近义词差异的影响。实验结果表明:整体而言,课堂显性辨析对近义词差异的习得具有显著促进作用,但辨析次数对不同类型差异的习得有不同影响。对于语义重点差异和适用对象差异,进行两次辨析能显著促进学习者对这些差异的习得;但对于不同义项差异、组合分布差异等,第二次辨析并未促进教学效果显著提高。基于教学经济性原则,对不同类型差异的教学策略应有所不同。
520[ ] |a This paper presents an empirical study on the effect of in-class differentiation on L2 acquisition of Chinese near-synonyms. The results show that, in general, time spent in class distinguishing near-synonyms significantly promotes the acquisition of the differences between near-synonyms. However, an increase in the frequency of explanation does not have a significant effect to all types of differences. As for the difference of conceptual meaning and the difference of applicable object, an increase in the frequency of explanation can significantly enhance the learner’s ability to acquire these differences. As for the difference of non-synonymous senses and the difference of syntagmatic constrain, an increase in the frequency of explanation brings about no significant teaching effect. Thus, it is advisable that different teaching strategies should be adopted when teachers differentiate varied types of difference.
653[ ] |a near-synonyms
653[ ] |a 近义词
653[ ] |a in-class differentiation
653[ ] |a 汉语二语学习
653[ ] |a 课堂显性辨析
653[ ] |a types of difference
653[ ] |a 差异类型
653[0 ] |a Chinese L2 learning
773[0 ] |t 汉语学习 Chinese Language Learning, |g 2017(04)
890[ ] |a 0 |b 0 |c 0 |d 0