框架语义理论指导下对外汉语词汇教学设计

Design of Teaching Chinese as a Foreign Language under the Guidance of Frame Semantics

汉语词汇之间存在内在的关联性。如果对外汉语词汇教学能够凸显汉语的内在关联性,就能够变改善教学现状,提高教学效率和学习效率。目前,在对外汉语词汇教学过程中,汉语教师往往依据教材中的课文,逐一讲授汉语词汇,课堂教学效果不够理想。框架语义理论为对外汉语词汇教学提供了一个新的视角,即对外汉语词汇教学可以以语义为核心进行词汇语域分类教学,学习者在场景中学习汉语词汇,能够激发经验认知,从而深入地理解和灵活地运用对外汉语词汇。

There is a systematic relevance between Chinese vocabularies.Highlighting this inherent system relevance of language in vocabulary teaching in teaching Chinese as a foreign language can improve current teaching situation and teaching and learning efficiency.However,current effect of vocabulary teaching is not ideal because teachers often teach vocabulary one by one according to the content of the textbook.The frame semantics theory provides a new perspective,i.e.,semantics can be taken as the core for register teaching in vocabulary teaching of Chinese as a foreign language,wherein learners will learn Chinese vocabulary in authentic scenes that can stimulate their empirical cognition and promote their in-depth understanding and flexible use of Chinese vocabulary.