本文通过一项教学实验考察两种不同的形式教学法,即:意义优先、聚焦形式教学法(Focus on Form,简称FonF)和全形式教学法(Focus on Forms,简称FonFs)对汉语二语词汇学习的影响。意义优先、聚焦形式教学法在完成阅读理解任务的过程中学习...本文通过一项教学实验考察两种不同的形式教学法,即:意义优先、聚焦形式教学法(Focus on Form,简称FonF)和全形式教学法(Focus on Forms,简称FonFs)对汉语二语词汇学习的影响。意义优先、聚焦形式教学法在完成阅读理解任务的过程中学习生词,而全形式教学法则采用传统的词汇表方式学习生词。实验从五个维度测量了两种教学法对汉语二语词汇学习的影响,结果发现:整体而言,全形式教学法对汉语二语学习者的词汇学习效果更显著;尤其是在词汇搭配、词义联想方面,全形式教学法显著优于意义优先、聚焦形式教学法。展开更多
Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the prop...Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.展开更多
This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language （CSL） in contextual reading settings. Two intermediate CSL learners were chosen as research ...This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language （CSL） in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas＇ data analysis procedure, CresweU＇s three steps and Bogdon and Biklen＇s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners＇ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.展开更多
文摘本文通过一项教学实验考察两种不同的形式教学法,即:意义优先、聚焦形式教学法(Focus on Form,简称FonF)和全形式教学法(Focus on Forms,简称FonFs)对汉语二语词汇学习的影响。意义优先、聚焦形式教学法在完成阅读理解任务的过程中学习生词,而全形式教学法则采用传统的词汇表方式学习生词。实验从五个维度测量了两种教学法对汉语二语词汇学习的影响,结果发现:整体而言,全形式教学法对汉语二语学习者的词汇学习效果更显著;尤其是在词汇搭配、词义联想方面,全形式教学法显著优于意义优先、聚焦形式教学法。
文摘Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.
文摘This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language （CSL） in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas＇ data analysis procedure, CresweU＇s three steps and Bogdon and Biklen＇s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners＇ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.
