基于双音复合词语义透明度的语素教学实验研究

An Experimental Study on Morpheme Teaching of Two-tone Compound Words in Six Different Semantic Transparency

"语素法"是否适用于对外汉语的词汇教学,特别是在初级阶段的词汇教学,一直为学界所讨论。本实验以俄语或乌克兰语背景的初级阶段汉语学习者为被试,在HSK(1-2级)词汇大纲中选取双音复合词,通过公式计算词语间的语义距离,选取不同语义透明度的词语24个,分别在实验班和对照班开展语素教学和整词教学,均使用翻译、图片展示和创设情境3种教学手段来完成词汇教学,两班实验词汇及具体教法均相同,但不同于对照班以整词开展教学的方式,在实验班是以语素为单位开展教学;最后利用语义理解量表进行教学成果的即时和延时测试,通过对两组测试分值及分值间差异显著性的比较,验证语素教学的有效性。结果显示:在词义理解层面,除完全透明词和完全隐晦词外,对双音复合词语素教学的效果优于整词教学;在词语记忆层面,对双音复合词中的隐晦词语素教学的效果优于整词教学。

This article is based on semantic understanding scale for six different kinds of vocabularies in terms of semantic transparency. Firstly, we select the two-tone compound words in the HSK(Level 1-2) vocabulary outline and calculate the semantic distance between words by the formula, and puts the words into six different degrees according to semantic transparency. Secondly, Taking the primary Chinese language learners whose mother tongue is Russian or Ukrainian as the subjects and deviding them into the experimental group and the control group, and then we teach them by the morpheme teaching methods and by the whole word teaching methods individually. Finally, the semantic understanding scale both of instant test and delay test are used to examine the teaching results. The results show that, at the level of undertanding, apart from the completely transparent words and the completely concealed words, the morpheme teaching methods is better than the whole word teaching methods in terms of the two-tone compound words;but at the level of memorizing, the teaching effect of the morpheme teaching methods to the concealing words in the two-tone compound words is better than the whole word teaching methods.