日语词汇教育教学研究

The Chunk Theory and Preliminary Japanese Vocabulary Teaching

由于现行日语词汇教学模式和学习环境等原因,导致了日语初学者在记忆词汇时多采用死记硬背的方法,针对这一问题,本研究通过分析语块理论与认知心理学研究结果,重点论述语块与日语初学者词汇记忆之间的关系。通过本研究发现,(1)语块能够降低目标词汇记忆的干扰因素,提高初学者的词汇记忆能力。(2)结合学习者自身经历的情景语块,有利于提高语言输入、储存、输出。(3)由于初学者的词汇纵向连接能力有限,教师应该在教学上提出"关键词"。(4)能够丰富学习者的学习策略以及教师的教学策略。

Due to present Japanese vocabulary teaching mode and the learning environment, preliminary Japanese language learners tend to memorize vocabularies mechanically. The study argues that： （ 1 ） Language chunks can improve preliminary learners＇ vocabulary memory efficiency by reducing interference factors in memorization of target language vocabulary; （2） Contextualized language chunks can improve learners＇ language input, storage, and output ; （ 3 ） Teachers should emphasize ＂ key words＂ in class as preliminary learners＇ vocabulary extension ability is limited; （4） The Chunk Theory can enrich learners＇ learning strategies as well as teachers＇teaching strategies.