图式理论与第二语言教学中的词义传达  

Schemata： the Impartment and Comprehension of Meaning in Learning Chinese as a Second Language

作　　者：徐子亮[1] 

机构地区：[1]华东师范大学对外汉语学院

出　　处：《国际汉语学报》2016年第2期202-208,共7页International Journal of Chinese Studies

摘　　要：图式是综合事物诸种特征的一种方法.信息输入和输出的过程都有图式的参与.在第二语言的词义传达中,运用图式来解释和理解,可以让学习者体会到深层的文化内涵和完整的概念.词义传达包括词义的解释和理解.前者可将语义编码表象化,帮助学生正确领会词义.后者关系到图式的匹配.图式的重合、错位、冲突或缺省等,会对词义的理解产生影响.在汉语作为第二语言的教学中,有必要引导学生将词义所传递的信息与自己头脑中相应的图式加以联系,从而正确地理解和掌握所学词语.Schema theory plays an important role in knowledge construction. Schemata s a synthesis of characters and features. The input and output of knowledge also involves schemata. Students will acquire an intact and deeper understanding of cultural concepts by means of schemata in second language teaching and learning.Meaning delivery includes the process of impartment and comprehension. The former helps students understand the meaning by schematizing semantic codes. The latters a matter of schemata matching. the duplication, dislocation, conflict or hiatus of schemata severely impact meaning understanding.In teaching Chinese as a second language, it is especially important to encourage students to combine the knowledge received with the corresponding schemata in their mind. Thus students can better understand the acquired knowledge.

关 键 词：图式 词义 汉语作为二语教学 解释 理解 

分 类 号：H319[语言文字—英语]