在对外汉语词汇教学中实施“字本位”方法的实验报告

Experimental Report on the zi - centered(字本位) Method Used in the Vocabulary Teaching of TCFL

“字本位”理论把“字”看作汉语的基本结构单位,提出汉语的生成机制是以核心字为基础,通过离心、向心两种结构方式逐层扩展,形成各级字组。因此,从认知的角度看, 以“字”为核心进行对外汉语词汇教学必然会具有更高的效率。然而在教学实践中,我们又不得不面对词的能产性与常用性这对矛盾。由此,本文提出在对外汉语词汇教学中,在传统的逐词处理的基础上,穿插国内语文教学中常见的“组词扩词法”,并以比较多样的手段加以强化。本着这一原则,作者于2003-2004学年第2学期在华东师范大学对外汉语学院汉语言系2-2A和2- 2B两个平行班的口语课教学中进行了系统的教学实验。实验持续一个学期,经初、中、末3次专项水平测试检验,发现实验班的词汇水平提高明显优于对照班,其平均分的差异达到显著水平(t 检验)。由此验证了在词汇教学中合理运用“字本位”方法可以实现更高效率这一假设。

The zi-centered （字本位） theory regards zi （字） as the basic structural unit of Chinese language. It argues that the generative mechanism of the language is that, on the basis of nuclear zi （字）, a zi （字） can be expanded to zi （字） - groups of different ranks through endocentric or exocentric structural forms. Therefore from the cognitive view, the vocabulary teaching in TCFL revolving around zi （字） could be more efficient. However, in the process of Chinese vocabulary teaching, we have to coordinate the productivity and commonness. The author then proposes that, in addition to the traditional “word - by - word” treatment, the vocabulary teaching in TCFL can take on the method of “combining and expanding words”, which is quite common in teaching Chinese as a native language, and then intensify its effect through various ways. Based on this principle, the author carried out a systematic experimental study on Class 2 -2A and 2 -2B of the College of International Chinese Studies of ECNU in their oral language class. The experiment lasted for a whole semester （the second semester of the 03 -04 school year） . Through the initial, mid - term and final vocabulary proficiency test, it＇s concluded that the experimental class enjoys a bigger improvement on vocabulary level than the contrastive class. The gap of their average scores has reached the obvious stage （through the t test） . Therefore the hypothesis that the zi - centered （字本位） method can produce higher efficiency under a suitable condition is proved.