认知功能教学法在汉语初级阶段词汇教学中的应用研究
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摘要
对外汉语初级阶段的词汇教学所受的重视程度一直不太高，滞后于初级阶段语音和语法的教学。但是，如果初级阶段的词语教学得不到重视，很容易给中高级阶段的词汇教学埋下隐患。本文引入一种新型的外语教学法——认知功能教学法，吸取其理论精髓来指导初级阶段的词汇教学，并选取《汉语水平词汇与汉字等级大纲》中的某些甲级词汇进行教学设计举例。论文主要从以下四个方面来展开：
第一部分主要介绍与初级阶段词汇教学有关的内容。首先介绍了近些年来对初级阶段词汇教学进行研究的文章，其次介绍了初级阶段词汇教学的重要性和特点。初级阶段的词汇教学是对外汉语教学重要组成部分，初级阶段学生词汇习得的状况直接关系到中高级阶段的学习。同时，初级阶段的词汇教学有着有别于中高级阶段的特点，如形象性、直观性等，这些特点的背后也隐藏着词汇教学不容忽视的问题。
第二部分的主要内容是认知功能教学法的理论基础和基本原则。认知功能教学法是在转换生成语言学和功能主义语言学的基础上，吸取认知法和功能法的长处而建立起来的新型外语教学法。其基本原则有：教学以学生为中心，倡导学生主动学习；教师应为学生提供有效语料，引导学生认知语言规则；促使输入过程认知化；积极贯彻对比和归纳的方法。
第三部分从理论方面来说明认知功能教学法在初级阶段词语阐释和词语辨析方面的运用。在词语阐释方面，教师首先要引导学生认知词汇构成，其次要提供恰当的语境。在词语辨析方面，教师首先要引导学生主动认知近义词的异同，其次要用“功能”的方法进行辨析。
第四部分主要从《汉语水平词汇与汉字等级大纲》甲级词中选取相对有代表意义的名词、动词、形容词、量词、副词以及助词，进行以认知功能教学法为指导的教学设计举例。
本文在对外汉语初级阶段的词汇教学中引入认知功能教学法，为初级阶段的词汇教学找到了新的思路，有利于对外汉语教学的发展。
Vocabulary Teaching has not been viewed as an important part in the primary stage ofTCFL．and been lagged behind phonetics and grammar Teaching． However,this situationtends to be an obstacle for the vocabulary teaching in the advanced stage．This paperintroduces a new foreign language teaching approach——Cognitive-functionalApproach,to give a theoretical guidance to Vocabulary Teaching in the primary stage．AndThis paper also takes examples of the First Class Words in the Outline of ChineseVocabulary and Chinese Characters Level to make teaching designs． This paper includesthe following parts:
The first part of the paper mainly introduces the content related to vocabularyteaching in the primary stage．Firstly, it introduces studies of vocabulary teaching in theprimary stage in recent years．Secondly, it introduces the importance and the features ofvocabulary teaching in the primary stage．Vocabulary teaching in the primary stage is animportant part of Teaching Chinese as a Foreign Language,and it is directly related tostudents' vocabulary acquisition in the advanced stage．Moreover,Vocabulary teaching inthe primary stage has different features from that in the advanced stage,such as Figurativeand Intuitive,and so on． And these features have problems which can not be ignored．
The second part mainly introduces the theoretical basis and the basic principles ofCognitive-functional Approach．Cognitive-functional Approach is based on transformationalgenerative linguistics and Functional linguistics,and draws lessons from the CognitiveApproach and the Functional Approach．The principles are as follows：Students are thecentre of teaching,suggest students studying actively;Teachers should offer valid materialsfor students,lead them to discover language principles actively;Make the input process cognitive;Carry out the comparative and inductive methods Actively．
The third part mainly explains how to use Cognitive-functional Approach invocabulary explaining and synonyms identifying theoretically．In the aspect of vocabularyexplaining,firstly teachers should lead students to recognize the word formationactively,and then should offer suitable context．In the aspect of synonyms identifying,firstly teachers should lead students to recognize the differences of synonyms actively,andthen should use the function approach to identify．
The last part of the paper mainly chooses the representative Nouns, verbs, adjectives,adverbs, auxiliary words, and quantifiers from the First Class Words in the Outline ofChinese Vocabulary and Chinese Characters Level,to make teaching designs in theguidance of Cognitive-functional Approach．
This paper introduces Cognitive-functional Approach into vocabulary teaching in theprimary stage,offering a new approach for vocabulary teaching．This is beneficial to thedevelopment of Teaching Chinese as a Foreign Language．
第一部分主要介绍与初级阶段词汇教学有关的内容。首先介绍了近些年来对初级阶段词汇教学进行研究的文章，其次介绍了初级阶段词汇教学的重要性和特点。初级阶段的词汇教学是对外汉语教学重要组成部分，初级阶段学生词汇习得的状况直接关系到中高级阶段的学习。同时，初级阶段的词汇教学有着有别于中高级阶段的特点，如形象性、直观性等，这些特点的背后也隐藏着词汇教学不容忽视的问题。
第二部分的主要内容是认知功能教学法的理论基础和基本原则。认知功能教学法是在转换生成语言学和功能主义语言学的基础上，吸取认知法和功能法的长处而建立起来的新型外语教学法。其基本原则有：教学以学生为中心，倡导学生主动学习；教师应为学生提供有效语料，引导学生认知语言规则；促使输入过程认知化；积极贯彻对比和归纳的方法。
第三部分从理论方面来说明认知功能教学法在初级阶段词语阐释和词语辨析方面的运用。在词语阐释方面，教师首先要引导学生认知词汇构成，其次要提供恰当的语境。在词语辨析方面，教师首先要引导学生主动认知近义词的异同，其次要用“功能”的方法进行辨析。
第四部分主要从《汉语水平词汇与汉字等级大纲》甲级词中选取相对有代表意义的名词、动词、形容词、量词、副词以及助词，进行以认知功能教学法为指导的教学设计举例。
本文在对外汉语初级阶段的词汇教学中引入认知功能教学法，为初级阶段的词汇教学找到了新的思路，有利于对外汉语教学的发展。
Vocabulary Teaching has not been viewed as an important part in the primary stage ofTCFL．and been lagged behind phonetics and grammar Teaching． However,this situationtends to be an obstacle for the vocabulary teaching in the advanced stage．This paperintroduces a new foreign language teaching approach——Cognitive-functionalApproach,to give a theoretical guidance to Vocabulary Teaching in the primary stage．AndThis paper also takes examples of the First Class Words in the Outline of ChineseVocabulary and Chinese Characters Level to make teaching designs． This paper includesthe following parts:
The first part of the paper mainly introduces the content related to vocabularyteaching in the primary stage．Firstly, it introduces studies of vocabulary teaching in theprimary stage in recent years．Secondly, it introduces the importance and the features ofvocabulary teaching in the primary stage．Vocabulary teaching in the primary stage is animportant part of Teaching Chinese as a Foreign Language,and it is directly related tostudents' vocabulary acquisition in the advanced stage．Moreover,Vocabulary teaching inthe primary stage has different features from that in the advanced stage,such as Figurativeand Intuitive,and so on． And these features have problems which can not be ignored．
The second part mainly introduces the theoretical basis and the basic principles ofCognitive-functional Approach．Cognitive-functional Approach is based on transformationalgenerative linguistics and Functional linguistics,and draws lessons from the CognitiveApproach and the Functional Approach．The principles are as follows：Students are thecentre of teaching,suggest students studying actively;Teachers should offer valid materialsfor students,lead them to discover language principles actively;Make the input process cognitive;Carry out the comparative and inductive methods Actively．
The third part mainly explains how to use Cognitive-functional Approach invocabulary explaining and synonyms identifying theoretically．In the aspect of vocabularyexplaining,firstly teachers should lead students to recognize the word formationactively,and then should offer suitable context．In the aspect of synonyms identifying,firstly teachers should lead students to recognize the differences of synonyms actively,andthen should use the function approach to identify．
The last part of the paper mainly chooses the representative Nouns, verbs, adjectives,adverbs, auxiliary words, and quantifiers from the First Class Words in the Outline ofChinese Vocabulary and Chinese Characters Level,to make teaching designs in theguidance of Cognitive-functional Approach．
This paper introduces Cognitive-functional Approach into vocabulary teaching in theprimary stage,offering a new approach for vocabulary teaching．This is beneficial to thedevelopment of Teaching Chinese as a Foreign Language．
引文
①胡明扬．对外汉语教学中语汇教学的若干问题［J］．语言文字应用，1997(1)．
②刘凤芹．关于初级阶段读写课的词汇教学［J］．语海新探，2002（00）．
③邵菁，金立鑫．认知功能教学法［M］．北京:北京语言大学出版社，2007．第20页．
④邵菁，金立鑫．认知功能教学法［M］．北京:北京语言大学出版社，2007．第23页．
⑤邵菁，金立鑫．认知功能教学法［M］．北京:北京语言大学出版社，2007．第26页．
⑥胡明扬．对外汉语教学中语汇教学的若干问题［J］．语言文字应用，1997(1)．
⑦邵菁．“认知功能教学法”在词语辨析教学中的应用［J］．汉语学习，2011（5）．
⑧黄伯荣，廖序东．现代汉语(增订三版）［M］．北京:高等教育出版社，2002．
[1]吕叔湘．现代汉语八百词［M］．商务印书馆，1980．
[2]黄振英．初级阶段汉语词汇教学的几种方法［J］．世界汉语教学，1994（03）．
[3]北京语言大学汉语速成学院．速成汉语初级教程［M］．北京：北京语言文化大学出版社，1996．
[4]胡明扬．对外汉语教学中语汇教学的若干问题［J］．语言文字应用，1997(1)．
[5]金立鑫，邵菁．试论认知功能教学法［A］．语言教育问题研究论文集［C］．北京：华语教学出版社，2001．
[6]国家汉语水平考试委员会办公室考试中心．汉语水平词汇与汉字等级大纲［M］．北京：经济科学出版社，2001．
[7]黄伯荣，廖序东．现代汉语(增订三版）［M］．北京：高等教育出版社，2002．
[8]刘凤芹．关于初级阶段读写课的词汇教学［J］．语海新探，2002（00）．
[9]吴勇毅．对外汉语教学探索［M］．学林出版社，2004．
[10]舒雅丽．初级汉语教材中的词汇处理研究［J］．语言文字应用，2004（3）．
[11]中国社会科学院语言研究所词典编辑室．现代汉语词典（第5版）［M］．商务印书馆，2005．
[12]徐子亮，吴仁甫．实用对外汉语教学法［M］．北京大学出版社，2005．
[13]简榕蓉．初级汉语教学中的词汇释义方法［J］．牡丹江师范学院学报(哲社版)，2006（06）．
[14]邵菁，金立鑫．认知功能教学法［M］．北京：北京语言大学出版社，2007．
[15]丁艳．论初级阶段的汉语词汇教学［J］．语文学刊，2007(11)．
[16]张向荣．汉语初级阶段的词汇教学策略——基于语素教学的角度［J］．广东外语外贸大学学报，2009（1）．
[17]邵菁．“认知功能教学法”在词语辨析教学中的应用［J］．汉语学习，2011（5）．
[18]康燕．谈对外汉语教学中的词汇教学［J］．语文学刊，2011（6）．
②刘凤芹．关于初级阶段读写课的词汇教学［J］．语海新探，2002（00）．
③邵菁，金立鑫．认知功能教学法［M］．北京:北京语言大学出版社，2007．第20页．
④邵菁，金立鑫．认知功能教学法［M］．北京:北京语言大学出版社，2007．第23页．
⑤邵菁，金立鑫．认知功能教学法［M］．北京:北京语言大学出版社，2007．第26页．
⑥胡明扬．对外汉语教学中语汇教学的若干问题［J］．语言文字应用，1997(1)．
⑦邵菁．“认知功能教学法”在词语辨析教学中的应用［J］．汉语学习，2011（5）．
⑧黄伯荣，廖序东．现代汉语(增订三版）［M］．北京:高等教育出版社，2002．
[1]吕叔湘．现代汉语八百词［M］．商务印书馆，1980．
[2]黄振英．初级阶段汉语词汇教学的几种方法［J］．世界汉语教学，1994（03）．
[3]北京语言大学汉语速成学院．速成汉语初级教程［M］．北京：北京语言文化大学出版社，1996．
[4]胡明扬．对外汉语教学中语汇教学的若干问题［J］．语言文字应用，1997(1)．
[5]金立鑫，邵菁．试论认知功能教学法［A］．语言教育问题研究论文集［C］．北京：华语教学出版社，2001．
[6]国家汉语水平考试委员会办公室考试中心．汉语水平词汇与汉字等级大纲［M］．北京：经济科学出版社，2001．
[7]黄伯荣，廖序东．现代汉语(增订三版）［M］．北京：高等教育出版社，2002．
[8]刘凤芹．关于初级阶段读写课的词汇教学［J］．语海新探，2002（00）．
[9]吴勇毅．对外汉语教学探索［M］．学林出版社，2004．
[10]舒雅丽．初级汉语教材中的词汇处理研究［J］．语言文字应用，2004（3）．
[11]中国社会科学院语言研究所词典编辑室．现代汉语词典（第5版）［M］．商务印书馆，2005．
[12]徐子亮，吴仁甫．实用对外汉语教学法［M］．北京大学出版社，2005．
[13]简榕蓉．初级汉语教学中的词汇释义方法［J］．牡丹江师范学院学报(哲社版)，2006（06）．
[14]邵菁，金立鑫．认知功能教学法［M］．北京：北京语言大学出版社，2007．
[15]丁艳．论初级阶段的汉语词汇教学［J］．语文学刊，2007(11)．
[16]张向荣．汉语初级阶段的词汇教学策略——基于语素教学的角度［J］．广东外语外贸大学学报，2009（1）．
[17]邵菁．“认知功能教学法”在词语辨析教学中的应用［J］．汉语学习，2011（5）．
[18]康燕．谈对外汉语教学中的词汇教学［J］．语文学刊，2011（6）．