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Tác giả CN
| 朱, 志平. | |
Nhan đề
| 汉语二语教学中词汇计量的维度 =The Divisions on Target Language Level of Vocabulary in Teaching Chinese as a Second Language /朱志平. | |
Thông tin xuất bản
| 2013. | |
Mô tả vật lý
| 90-98 p. | |
Tóm tắt
| To establish second language learners’ communicative ability in Chinese,teachers need to think about helping learners to master the meaning system which is based on multiple criteria to Chinese vocabulary.The meaning of Chinese words is often covered by Characters.It is one of the causes which make the meaning system of Chinese vocabulary ambiguous.Because of this,it is not enough to count the words learners have mastered,or judge the vocabulary level of target language learners solely relying on the shape of words. | |
Tóm tắt
| 汉语作为第二语言的教学,以往对词汇量计算过于依赖词形,这不利于学习者全面掌握汉语的语义系统,更不利于汉语交际能力的培养。这种单一维度的词汇计量方法与汉字视觉上的误导密切相关。要解决这个问题,汉语词汇教学应当采用多维度计量词汇的方法。在进行词汇大纲的编制、教材编写以及日常教学设计时,除了应当关注词汇的兼类、义项、义项数、义频,还应当考虑复合词的复杂性、词义引申特点等诸多因素. | |
Đề mục chủ đề
| Divisions on level of a target language vocabulary | |
Đề mục chủ đề
| Quantity of vocabulary | |
Đề mục chủ đề
| Teaching Chinese as a second language | |
Thuật ngữ không kiểm soát
| 汉语二语教学 | |
Thuật ngữ không kiểm soát
| 词汇计量维度 | |
Thuật ngữ không kiểm soát
| 词汇量 | |
Nguồn trích
| Applied linguistics.- 2013, No.2. |
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000
| 00000nab a2200000 a 4500 |
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| 001 | 37056 |
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| 002 | 2 |
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| 004 | 47518 |
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| 008 | 160229s2013 ch| chi |
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| 009 | 1 0 |
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| 022 | |a10035397 |
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| 039 | |y20160229104353|zngant |
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| 041 | 0 |achi |
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| 044 | |ach |
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| 100 | 0 |a朱, 志平. |
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| 245 | 10|a汉语二语教学中词汇计量的维度 =|bThe Divisions on Target Language Level of Vocabulary in Teaching Chinese as a Second Language /|c朱志平. |
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| 260 | |c2013. |
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| 300 | |a90-98 p. |
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| 362 | 0 |aNo. 2 (2013). |
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| 520 | |aTo establish second language learners’ communicative ability in Chinese,teachers need to think about helping learners to master the meaning system which is based on multiple criteria to Chinese vocabulary.The meaning of Chinese words is often covered by Characters.It is one of the causes which make the meaning system of Chinese vocabulary ambiguous.Because of this,it is not enough to count the words learners have mastered,or judge the vocabulary level of target language learners solely relying on the shape of words. |
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| 520 | |a汉语作为第二语言的教学,以往对词汇量计算过于依赖词形,这不利于学习者全面掌握汉语的语义系统,更不利于汉语交际能力的培养。这种单一维度的词汇计量方法与汉字视觉上的误导密切相关。要解决这个问题,汉语词汇教学应当采用多维度计量词汇的方法。在进行词汇大纲的编制、教材编写以及日常教学设计时,除了应当关注词汇的兼类、义项、义项数、义频,还应当考虑复合词的复杂性、词义引申特点等诸多因素. |
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| 650 | 00|aDivisions on level of a target language vocabulary |
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| 650 | 00|aQuantity of vocabulary |
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| 650 | 00|aTeaching Chinese as a second language |
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| 653 | 0 |a汉语二语教学 |
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| 653 | 0 |a词汇计量维度 |
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| 653 | 0 |a词汇量 |
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| 773 | |tApplied linguistics.|g2013, No.2. |
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| 890 | |a0|b0|c0|d0 |
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