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汉语二语者近义词差异的习得考察 = A Study on the L2 Acquisition of Differences in Similar Sense and Dissimilar Sense of Chinese Near-synonyms / 洪炜; 陈楠.
// Applied linguistics. 2013, No.2. 2013.99-106 p. Using multiple-choice tests,self-assessment of learning difficulty and interviews,the study aims to explore how Chinese as a second language(CSL) learners differentiate between the various meanings of Chinese near-synonyms.The results showed that CSL learners at the primary stage could not distinguish the differences of similar senses or dissimilar senses.At the intermediate stage,learners improved in their ability to distinguish the differences in similar senses as well as dissimilar senses.However,students acquired dissimilar senses better than similar senses.At the advanced stage,learners performed well on both.The findings indicated that the near-synonymous construction pattern in the internal lexicon goes through a dynamic changing process from word-based connection to word-sense-based connection.
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汉语作为第二语言的近义词教学实验研究 = An Empirical Study on the Teaching of Near-synonyms to Learners of Chinese as a Second Language. / Hong Wei.
// Shijie Hanyu Jiaoxue. 2013, Vol. 27. 424-432 p. This paper presents an empirical study on how in-class explicit instruction on the differences between near-synonyms affects the L2 acquisition of Chinese near-synonyms. The results show that explicit instruction of the differences significantly improves the acquisition of the differences between near-synonyms,and that discovery-based instruction results in better acquisition of the differences between near-synonyms than the traditional expository instruction does. The research also indicates that explicit instruction mainly accelerates the overall acquisition of near-synonyms,without significantly changing the acquisition order of the differences between near-synonyms.
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