Chinese as a Second Language Research最新文献_第7页

Frontmatter Frontmatter

Chinese as a Second Language Research Pub Date : 2019-09-27 DOI: 10.1515/caslar-2019-frontmatter2

引用次数: 0

情感形容词的对外汉语教学: 认知隐喻理论视角 Teaching Chinese as a Foreign Language with Emotional Adjectives: A Cognitive Metaphor Theory Perspective

Chinese as a Second Language Research Pub Date : 2019-09-25 DOI: 10.1515/caslar-2019-0010

孙毅, 贾彩云

{"title":"情感形容词的对外汉语教学: 认知隐喻理论视角","authors":"孙毅, 贾彩云","doi":"10.1515/caslar-2019-0010","DOIUrl":"https://doi.org/10.1515/caslar-2019-0010","url":null,"abstract":"提要本文尝试将认知隐喻理论引入对外汉语词汇教学，探讨隐喻能力教学对汉语学习者情感形容词的学习效果。通过情感形容词的界定和特征描述，基于对 HSK 动态作文语料库的考察，笔者发现汉语学习者情感形容词的习得存在各类偏误。在 20 类情感形容词中有 10 类出现了一半或过半的偏误词汇数，偏误词汇用例大于 2 的情感类形容词高达 15 类。在认知隐喻理论的视域下，情感形容词概念隐喻有实体隐喻、方位隐喻和通感隐喻三种类型。情感形容词的隐喻性为我们从认知隐喻理论视角开展教学活动提供了契机。通过隐喻能力教学对比实验，并对测试结果进行详细分析与比较，发现实施认知隐喻教学的实验组测试成绩优于对比组。该实验结果表明：通过实施隐喻能力教学，培养学生的隐喻意识，能够有效提高情感形容词的学习效果，即隐喻能力教学对对外汉语学习者的情感形容词习得具有较大影响。基于此，本文从教学大纲、教材编写及教学实践三个方面，针对汉语学习者的情感形容词偏误，为对外汉语情感形容词教学提供切实可行的建议：首先，教学大纲制定者应扩充大纲中隐喻词汇的比例，并开设培养隐喻能力的相关课程。其次，教材编写者在编写词汇时要以培养汉语学习者的隐喻意识为宗旨，循序渐进，由浅入深，让汉语学习者能在大脑中自动建立两个概念域间的联系。最后，教师要将概念隐喻理论巧妙地融入对外汉语教学，强化学生的原型范畴意识，培养词汇扩展能力；通过建立意象图式提高学生的隐喻理解能力；鼓励学生将词汇释义与中国文化相联系，启发其自主分析能力。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"249 - 274"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46997955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language 维基强化型任务型教学法在对外汉语教学大纲层面实施的有效性

Chinese as a Second Language Research Pub Date : 2019-09-25 DOI: 10.1515/caslar-2019-0008

Shenglan Zhang

引用次数: 3

Alignment effects of the continuation task on L2 Chinese writing 接续任务对二语汉语写作的对齐效应

Chinese as a Second Language Research Pub Date : 2019-09-25 DOI: 10.1515/caslar-2019-0009

Li Zhang

引用次数: 1

Morphological awareness of separable words among Chinese L2 learners 汉语二语学习者可分词的形态意识

Chinese as a Second Language Research Pub Date : 2019-09-25 DOI: 10.1515/caslar-2019-0007

Helen H. Shen

{"title":"Morphological awareness of separable words among Chinese L2 learners","authors":"Helen H. Shen","doi":"10.1515/caslar-2019-0007","DOIUrl":"https://doi.org/10.1515/caslar-2019-0007","url":null,"abstract":"Abstract This study investigated English-speaking Chinese L2 learners’ familiarity with, awareness, and conditional production of 12 high-frequency separable words in six commonly employed separable-use structures (AXB) at an American university. The participants included 60 students from first- to third-year Chinese classes. The results showed that students were exposed to the six high-frequency AXB structures from the beginning stage of their study and that this exposure increased linearly across three instructional levels. However, a significant increase in awareness and comprehension of the six AXB structures was not observed until students had completed 20 credit hours of Chinese study. Judging from the rewriting of erroneous sentences, the development of the accurate production of the six AXB structures was slow. The accuracy rate only reached 41% for students who had completed 26 credit hours of Chinese study. The major error that the first- and second-year students committed in rewriting the six AXB structures was to correct irrelevant components in the sentence. For the third-year students, the major error type was avoiding the use of AXB structures. Regression analysis showed that successful comprehension of AXB structures is the strongest predictor for their accurate production. Based on the study results, pedagogical interventions for improving the learning efficiency of separable words are recommended.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"167 - 195"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43419307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

试论对外汉语阅读教学中的若干偏差: 以内容理解为核心的视角试论对外汉语阅读教学中的若干偏差: 以内容理解为核心的视角

Chinese as a Second Language Research Pub Date : 2019-09-25 DOI: 10.1515/caslar-2019-0012

炼陶

引用次数: 0

述宾及述宾倒序结构直接作定语的语义制约述宾及述宾倒序结构直接作定语的语义制约

Chinese as a Second Language Research Pub Date : 2019-09-25 DOI: 10.1515/caslar-2019-0011

应学凤, 张丽萍

引用次数: 0

Frontmatter Frontmatter

Chinese as a Second Language Research Pub Date : 2019-04-29 DOI: 10.1515/caslar-2019-frontmatter1

引用次数: 0

国际汉语教材中的中国人物性别角色国际汉语教材中的中国人物性别角色

Chinese as a Second Language Research Pub Date : 2019-04-24 DOI: 10.1515/caslar-2019-0004

增安彭, 晓莉闫

引用次数: 1

Chinese L2 acquisition of sense relatedness for shàng “to go up” shàng“往上走”对汉语第二语言相关性习得的影响

Chinese as a Second Language Research Pub Date : 2019-04-24 DOI: 10.1515/caslar-2019-0001

Haiyan Liang, K. Sullivan

{"title":"Chinese L2 acquisition of sense relatedness for shàng “to go up”","authors":"Haiyan Liang, K. Sullivan","doi":"10.1515/caslar-2019-0001","DOIUrl":"https://doi.org/10.1515/caslar-2019-0001","url":null,"abstract":"Abstract This paper examines the relations between the senses of the Chinese polysemous verb shàng “to go up”, in an effort to understand how the various senses of polysemous words are organized in the L1 and L2 lexicons and to shed light on the role they might play in L2 polysemy acquisition. To this end, we analyzed the senses of shàng at the conceptual level, then used these findings to inform an empirical study of the sense relatedness as perceived by L1 and L2 participants. A developmental pattern is identifiable across the L2 proficiency groups. Specifically, the sense relations identified by the L2 groups increasingly approximate those identified by L1 as their proficiency level grows. Both native speakers and learners base their perceptions of sense relatedness on purported conceptual metaphors as well as other factors such as transitivity, function and concreteness – though the two groups apply these concepts in different ways. These findings suggest that learners can access the same conceptual tools as native speakers, but are using these tools in a way that differs from native speakers. Conclusions support the cognitive motivations behind polysemous senses and teaching-oriented findings that overlap in L1 and L2. Conceptual universals should be helpful in L2 vocabulary acquisition.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"1 - 28"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41963826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1