Hu, X., Tan, C.L., Lam, J.W.I., Tse, S.K. & Yung, W.S. (2019). An Analysis Method to Improve Chinese Vocabulary Teaching. The Journal of Chinese Language Education, 17(1), 42-63.

識字, 教學研究

Title

An Analysis Method to Improve Chinese Vocabulary Teaching
可用以改進課堂中文詞彙教學的一種分析方法

Journal

Journal of Chinese Language Education
華文學刊

Year

2019

Vol

Vol. 17
No. 1
pp42-63

Author

Xiangqing HU, Chee Lay TAN, Wai-Ip Joseph LAM, Shek Kam TSE, Wan Shan YUNG

Abstract

Vocabulary teaching is essential in the teaching of Chinese language, either as a first or second language. This study employed systematic functional linguistics to analyse teaching discourses collected from two classes, and explored ways to improve the effectiveness of vocabulary teaching. The teacher-participants used a total of 206 teaching discourses in the classroom to explain 27 target words. The schematic structure, transitivity and conjunction were first analyzed, and subsequently further analyzed together with students’ involvement rate. It has been found that the classroom discourse of vocabulary teaching shares the features of expository discourse, being brief and concise. It thus recommends that teachers should adapt their teaching to students’ level of understanding in order to identify the appropriate core of vocabulary teaching for the class. To facilitate students’ knowledge absorption, they should use more enhancing clauses for explanation, and classify the words by themes so that words in the same categories can be explained at the same time.

中文無論是作為母語教學,還是作為第二語言教學,詞彙教學都很重要。在研究中,作者運用系統功能語言學的概念,對兩個課堂語音轉錄語篇進行分析,以探討如何改進詞彙教學的有效性。參與研究的教師在講解27個目標詞彙時,共使用了206句教學話語。本研究先分析相關教學話語的語篇結構與其及物性和句內銜接,再結合學生投入度進一步分析。研究發現,課堂詞彙教學語言簡明扼要,與解釋說明文類的特點相符。本文建議教師在講解詞彙時,按學生對詞彙的實際理解情況,找到教學核心;在句式選用上增加一些增強銜接;也可將詞彙按主題分類,進行多詞講解,讓學生掌握更多中文詞彙。