课堂显性辨析对汉语二语者习得近义词差异的影响

The Effect of In-class Differentiation on L_2 Acquisition of Chinese Near-synonyms

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。

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 difibrences 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.