“语素法”和“语境法”汉语二语词汇教学效果的对比研究

A Comparative Study on the Morphemic and Contextual Vocabulary Teaching Methods to Learners of Chinese as a Second Language

本文通过一项教学实验对汉语作为第二语言词汇教学中的"语素法"和"语境法"进行了比较和分析。实验结果表明,语素法和语境法都可以有效帮助学生记忆词义,且二者的教学效果基本一致,但语素法不利于初级水平学习者词义记忆的保持。基于记忆的信息加工模型、加工水平理论及二语词汇表征和发展模型对实验结果进行分析表明,在教学中应注意帮助学习者建立并强化生词与语素或语境的联系,尽可能地增强加工深度,在初级阶段的教学中应谨慎使用语素法。

This paper presents an empirical study on the effect of morphemic and contextual vocabulary teaching methods to learners of Chinese as a second language. The results show that both the morphemic method and the contextual method can help students remember word meaning, and gains for the learners were basically the same. But in the posttests, the contextual group performed significantly better than the morphemic group in beginners＂ class. Analyses based on the multi-store model of memory, levels of processing theory, and model of lexical representation and development indicate that it is necessary to establish and strengthen the connection between morpheme, context and new word, and help students engage in deeper processing, and that morphemic method should be used with extreme caution {or beginners.