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本文通过实证研究考察课堂显性辨析对汉语二语学习者习得近义词差异的影响。实验结果表明:整体而言,课堂显性辨析对近义词差异的习得具有显著促进作用,但辨析次数对不同类型差异的习得有不同影响。对于语义重点差异和适用对象差异,进行两次辨析能显著促进学习者对这些差异的习得;但对于不同义项差异、组合分布差异等,第二次辨析并未促进教学效果显著提高。基于教学经济性原则,对不同类型差异的教学策略应有所不同。
This essay examines the impact of explicit analysis of Chinese L2 learners’ synonyms on synonyms acquired through empirical research. The experimental results show that, as a whole, the explicit analysis of the classroom has significant effect on the acquisition of the differences of synonyms, but the analysis times have different effects on the acquisition of different types of differences. Differentiating between semantic priorities and applicable subjects, two analyzes can significantly promote learners’ acquisition of these differences. However, for the differences between different meanings and combinations, the second analysis did not significantly improve the teaching effectiveness. Based on the principle of teaching economy, different types of teaching strategies should be different.