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留学生普遍反映汉语难学主要难在汉语字词难记,笔者认为,从事国际汉语词汇教学的老师应该有责任帮助留学生克服汉语词汇形义匹配记忆的障碍。汉语词汇教学,首先是词汇外形(即汉字形体)和意义的教学,其次才是词汇用法教学。由于汉语词汇形义具有高度关联特点,所以饱含中国文化的构词理据,就可成为帮助留学生记忆汉语词汇形义的助力器。本文作者通过对“扌”旁和“忄”旁两组目标词语进行“字形—词义”的教学行动研究,初步证明从文化理据角度切入的词语形义关联匹配教学,无论是在促进留学生词汇形义的匹配记忆上,还是在激发学生词汇学习的兴趣上,都有着积极的作用。
It is difficult for Chinese students to learn difficultly because Chinese students generally find it difficult to learn Chinese words. The author believes that teachers engaged in teaching Chinese as a second language should be obliged to help them overcome the barriers of matching Chinese words. Chinese vocabulary teaching, the first is the vocabulary shape (ie, Chinese characters) and the meaning of teaching, followed by vocabulary usage teaching. Due to the high relevance of the Chinese vocabulary meanings, the full justification of Chinese culture can become a booster to help international students remember the meaning of Chinese words. The author of this article tries to prove that the correlative teaching of words and phrases based on cultural motivations is validated through the research of teaching actions of two sets of target words next to “扌 ” and “忄 ” It plays a positive role in promoting the matching memory of the students ’vocabulary and vocabulary and stimulating students’ interest in vocabulary learning.