【作者】 王绍斌；

【导师】 宁继鸣；

【作者基本信息】 山东大学 ， 汉语国际教育， 2011， 硕士

【摘要】 澳大利亚的汉语教学传统由来已久。近十几年,随着澳大利亚政府对“亚洲语言计划”实施的日益重视和强力推动,澳大利亚教育部门对汉语教学的重视程度与日俱增,但学生的汉语水平普遍处于初级阶段。词汇教学在对外汉语教学中占有举足轻重的地位,而词汇教学策略的运用则直接关乎词汇教学的效果,并对学习者的整体语言水平产生重大影响。有鉴于此,本研究旨在调查澳大利亚初级汉语词汇教学的现状,并着重考察词汇教学策略应用方面的特点。针对现状调查结果,以认知语言学的相关理论和对外汉语教学原则为指导,对该现状进行了客观认真的分析；针对调查中发现的问题,特别是词汇教学策略方面的不足,思考对策并提出了教学建议。本文以澳大利亚某重点大学二年级初级汉语课程班为研究对象,采用定性—定量混合式的研究方法,系统地考察和描述了澳大利亚初级汉语词汇教学的现状。通过课堂观察和问卷调查发现,澳大利亚初级汉语词汇教学效果良好,但在以下环节还存在些许问题：1.在教学原则的贯彻实施方面,知识讲解明显多于技能训练,这是学生普遍认为用词造句困难的原因之一；2.在教学内容方面,对基本词汇的重点教学做得不够,这是造成学生生词熟练运用率偏低的主要原因；3.在词汇教学策略的应用方面,翻译法使用过多,使学生逐渐形成了“汉英词义对等”的错误观念,而且许多学生已经养成依赖英语学习汉语的习惯；多义词“随文释义”的策略不利于学生掌握基本意义和用法,词汇实际运用能力偏低。针对上述问题,笔者提出如下建议：1.利用辅导课强化技能训练；2.加强基本词汇的教学；3.对词汇教学策略进行针对性的、科学性的调整,即教学策略应更具灵活性和有效性、必要时运用汉英词汇对比策略、实行词义层次化教学。本研究有助于我们了解澳大利亚初级汉语词汇教学的现状；针对词汇教学策略的分析、探讨和建议可为在澳从事汉语教学的同行提供一个学习和思考的样本。因英美等国与澳大利亚的汉语学习者在很多方面具有共性,本研究成果对其他英语国家的初级汉语词汇教学也具有一定的实际参考价值。更多还原

【Abstract】 Australia has a long tradition of Chinese language teaching. Over the last decade, with the Australian Government emphasizing and promoting the implementation of National Asian Languages and Studies in Schools Program (NALSSP), the Australian education sector has laid more and more emphasis on Chinese teaching. However, most students’ Chinese proficiency is generally at an elementary level.Vocabulary teaching plays a decisive role in Teaching Chinese as a Foreign Language (TCFL). Vocabulary teaching strategies are directly related to the effectiveness of vocabulary teaching, and ultimately have a significant impact on learners’ language competencies. As such, the present study aims to investigate the current situation of elementary Chinese vocabulary teaching in Australia. This study focuses on how vocabulary teaching strategies are applied in the language classrooms. Using some theories of cognitive linguistics and TCFL principles as a guide this thesis presents a detailed analysis of the current situation. In order to solve the problems, especially the deficiencies in vocabulary teaching strategies, this thesis ponders on efficient strategies and makes recommendations.This thesis focuses on a second-year elementary Chinese language class at a key university in Australia with qualitative - quantitative hybrid research methods. Both qualitative and quantitative data have demonstrated that the current situation of elementary Chinese vocabulary teaching in Australia is generally positive, but some problems still exist in the following areas:1. In terms of the implementation of the principles of TCFL, more emphasis is put on linguistic knowledge than linguistic skills, which is one of the reasons that most students think constructing sentences is very difficult.2. In terms of teaching content, insufficient emphasis has been laid on the teaching of basic vocabulary, which is the main reason for students being unable to use new words fluently.3. Regarding the effectiveness of vocabulary teaching strategies, using translation method too often leads to students having the misconception that "Chinese and English words always have same meanings". As a result, many students have developed a habit of learning Chinese with the help of English. The strategy of teaching polysemes by "explaining the sole contextual meaning" cannot help students master the basic meaning and usage, resulting in a relatively low ability to put vocabulary into practical use.In response to these problems, this thesis has provided the following recommendations:1. to structure classroom activities in tutorials so as to emphasize linguistic skills.2. to place more emphasis on the introduction of basic vocabulary; 3. to adjust vocabulary teaching strategies in a targeted, scientific way, i.e. employing flexible and effective vocabulary teaching strategies; employing comparative strategy when necessary; employing semantic-level teaching strategy.The research results have provided a broad view of the current situation of elementary Chinese vocabulary teaching in Australia. The analysis, discussion and recommendations of vocabulary teaching strategies can help other colleagues reflect on their classroom teaching methods in Australia. Because the Chinese language learners in Britain, America and some other countries have much in common, the research results have great reference value to the elementary Chinese vocabulary teaching in other English-speaking countries.更多还原