【作者】 刘敏；

【导师】 周俊勋；

【作者基本信息】 西南交通大学 ， 语言学及应用语言学， 2015， 硕士

【摘要】 教材是教学活动开展凭借的主要工具,教材质量与教学质量有着直接的关系。词汇是语言学习的基础,贯穿于整个学习阶段,是对外汉语教学中最基本的学习任务,同时也是综合课本的重要组成部分。教材中词汇的选择、词汇难易程度等安排将直接影响学习者的学习兴趣,进而影响学习的效果。因此,合理、科学的词汇编写是决定学习者学习质量好坏的关键性因素之一。但在教学活动中,学习者学习了课本中的词汇,但依然存在词汇量不足这一现象。词汇量不足,是汉语学习过程中的一大屏障,因此,教材词汇在选择、编排过程中,帮助学习者最大可能地吸收所学词汇,是一个非常重要的环节。联结主义理论是认知科学和神经科学领域中的一个重要理论,它认为语言习得,实际上是学习者通过语言材料获取知识并储存于心理词典中的一个过程。联结主义理论把人的认知结构看成是一个网络的整体活动,这个网络由许多可并行运行的简单单位相互联结构成,因此在知识的表征方面,联结主义强调分布表征,即一个概念由多个单元互相作用的关系来表达。由于联结主义采用分布表征,因此它认为知识的学习过程就是学习分布的过程,也就是说,学习是通过调节单元与单元之间的关系来完成的。而单元与单元之间的调节,需要改变单元间的权值,即改变单元与单元之间的联结强度。只有网络中各单元都由适当的权值联系好了,学习才能有效地完成。联结主义认为学习有效地完成的一个标志是学习者获得浮现特征,浮现特征的获得,需要通过一定的输入作为前提条件。如将联结主义理论强调的知识分布表征、联结强度、浮现特征等观点融入到教材词汇的编写过程中,将有利于帮助学习者构建词汇网络,最大可能地吸收所学词汇知识,提高学习效率。本文借鉴联结主义理论对《博雅汉语》(初级起步篇Ⅰ Ⅱ)、《发展汉语》(初级综合Ⅰ Ⅱ)和《体验汉语基础教程》(Ⅰ Ⅱ)三套对外汉语初级综合教材的词汇组织情况进行了研究。全文共计5章第1章是绪论,简单介绍了研究对象、研究原因、国内外对外汉语教材的研究情况、联结主义理论模型以及研究目标等。第2章分别讨论了三套教材的词汇分布表征系统,将汉语词汇分布表征系统分为形式表征系统、语音表征系统、语义表征系统和词类表征系统4个方面。在形式表征上,对比分析了三套教材中的词汇“相同偏旁家族”和“相同构词语素家族”,在相同偏旁家族的安排上《博雅汉语》优于《发展汉语》和《体验汉语》；在“相同构词语素家族”的安排上,《发展汉语》优于《博雅汉语》和《体验汉语》。在语音表征系统方面,《博雅汉语》优于《发展汉语》和《体验汉语》。在语义的表征系统方面,《博雅汉语》优于《体验汉语》和《发展汉语》。在词语功能表征系统方面,三套教材均是以实词的学习为主,且是名词数量最多,所占的比例最大,其次是动词。第3章分析了三套教材中的词汇联结强度。在词汇频度的安排上,三套教材都以甲级词和乙级词为主,期间穿插了丙丁级词汇的学习,符合初级阶段词汇的学习要求。《博雅汉语》收录的高频词最多,在词汇频度的收录上优于《发展汉语》和《体验汉语》。在上、下册词汇频度的衔接上,《博雅汉语》和《体验汉语》优于《发展汉语》。第4章对三套教材中词汇浮现特征的条件进行了分析。在词汇量输入的安排上,《发展汉语》优于《博雅汉语》和《体验汉语》；在单课生词量安排上,《博雅汉语》优于《发展汉语》和《体验汉语》。在偶发式词汇的安排方面,《体验汉语》优于《博雅汉语》和《发展汉语》；从教材上、下册的偶发式词汇衔接上看,《博雅汉语》和《体验汉语》优于《发展汉语》；偶发式生词的呈现方式上,《博雅汉语》优于《体验汉语》和《发展汉语》。第5章是建议。研究认为对外汉语初级综合教材的词汇组织可以利用联结主义理论,充分考虑词汇之间符合形、音、义、功能的联结单元特征。课文词汇应该分类编排,构建词语网络。要保证足够的词汇量的输入,并能根据循序渐进的方式引进词汇信息。在词汇信息的输入上,词汇板式可以“正”“副”结合,图文并茂。更多还原

【Abstract】 Textbook plays an important role in teaching. Vocabulary, which is a key part in book, is the foundation in language learning. The arrangement of the vocabulary in the book will influence student’s learning. Therefor, to arrange vocabulary efficiently is one of a key factor in learing. But most students can not stockpile enough vocabulary after a lesson. The lack of vocabulary is a problem in teaching. So, how to arrange vocabulary in book to help students remember most of the words plays a key role in the compilation of book.Connectionism is one of the most important theory in cognitive science and neural science. Connectionism believes that language learning is a process that students acquire knowledge and stockpile it in mental lexicon. Connectionism treats cognitive structure as a net. The net is composed of many units which combines with each other and operate parallelly. Connectionism believes distributed representation, which stresses a concept is composed of many units. The process of learning equals to the learning of distributed representation. That is to say, learning needs to change the relationship between units. One of the method to change the relationship between units is to change the weight, which means to change the connection strength. Only by connecting every unit properly can finish the learning efficiently. To learning efficiently means to get emergent properties. To get emergent properties needs to input sufficien twords. If the compilation of book conbines connectionism, it is good for students to build word net and to study efficiently.According to the connectionist models, this thesis will analyze the vocabulary in Boy a Chinese(elementary ⅠⅡ), Developing Chinese (elementary comprehensive course ⅠⅡ) and Experiencing Chinese (elementary ⅠⅡ). There are five chapters in the thesis.Chapter one is the introduction,which introduces objects, reasons, research on the status at home and abroad, research theory, research purpose and methods.Chapter two presents the distributed representation systems of the vocabulary in the three books. The distributed representation systems include form, phonology, semantic and word class. In form distributed representation system, the arrangement of the same Chinese character component family in Boya Chinese is better than the two other books, while the arrangement of the same word formation morpheme family in Developing Chinese is better than the two other books. In phonology and semantic distributed representation systems, the arrangement in Boya Chinese is better than the two other books. In word class distributed representation system, notional words are the main study goal, and most of the notional words are nouns and verbs.Chapter three analyzes the connection strength. A-class words and B-class words are the main words in the three boods. Only a few of C-class words and D-class words in the books. The arrangement accords with the requirements of the primary stage of vocabulary learning. The number of A-class words and B-class words in Developing Chinese and Experiencing Chinese are smaller than the number in Boya Chinese, so the arrangement in Boya Chinese is better. But the connections between book-A and book-B in Developing Chinese and Experiencing Chinese are better.Chapter four analyzes the condition of emergent properties. The words number in Developing Chinese is better, wihle the arrangement of the number in every lessons in Boya Chinese is better. The incidental vocabulary in Experiencing Chinese is better, but the incidental vocabulary’s connection between book-A and book-B and the presentation in Boya Chinese is better.Chapter five are some suggestions. Features of form, phonology, semantic and word class can be considered into the compiling of TCFL textbooks. Articles can be divided into different kinds of tyles to build words net. Vocabulary in the book should satisfy the learning needs and input gradually. Vocabulary can be appeared in both text and exercises and pictures are welcomed in the books.更多还原