汉语二语教学中词汇计量的维度  

The Divisions on Target Language Level of Vocabulary in Teaching Chinese as a Second Language

作　　者：朱志平[1] 

机构地区：[1]北京师范大学汉语文化学院,北京100875

出　　处：《语言文字应用》2013年第2期90-98,共9页Applied Linguistics

基　　金：教育部人文社会科学项目"汉语作为第二语言教学词汇属性基础研究"(项目批准号:12YJA740121)的前期研究成果之一

摘　　要：汉语作为第二语言的教学,以往对词汇量计算过于依赖词形,这不利于学习者全面掌握汉语的语义系统,更不利于汉语交际能力的培养。这种单一维度的词汇计量方法与汉字视觉上的误导密切相关。要解决这个问题,汉语词汇教学应当采用多维度计量词汇的方法。在进行词汇大纲的编制、教材编写以及日常教学设计时,除了应当关注词汇的兼类、义项、义项数、义频,还应当考虑复合词的复杂性、词义引申特点等诸多因素。To establish second language learners＇ communicative ability in Chinese, teachers need to think about helping learners to master the meaning system which is based on multiple criteria to Chinese vocabulary. The meaning of Chinese words is often covered by Characters. It is one of the causes which make the meaning system of Chinese vocabulary ambiguous. Because of this, it is not enough to count the words learners have mastered, or judge the vocabulary level of target language learners solely relying on the shape of words.

关 键 词：汉语二语教学 词汇量 词汇计量维度 

分 类 号：H195[语言文字—汉语]