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Ⅰ在对外俄语教学的各个要素(语音、语法、词汇、修辞、国情等)中,词汇教学仍然是研宄得最不深入和教学方法最不成熟的一个方面。然而,在学习语言的过程中,掌握词汇是一个难题,而且还存在许多模糊不清的现象。实践中形成这样一种看法,好象词汇同其它要素溶合在一起并通过其它要素进行传授。教学法专家们认为,这种看法初看起来似乎还可以接受,但是,通过对外国学生言语的观察便可得出结论,即使在学习的初级阶段(这时词汇量少,并且词的运用仅限于口语体,用法具体,容易领会)这种看法也是不能被接受的。这是因为,对词汇教学的这种看法不利于为学生打下牢固的词汇基础,也不利于提高他们在言语中运用熟悉词汇的自信心。词汇仍然处于附属地位,起着辅助、形象说明的作
Ⅰ In all the elements of foreign Russian teaching (phonetics, grammar, vocabulary, rhetoric, national conditions, etc.), vocabulary teaching is still one of the most in-depth research and teaching methods most immature. However, in the process of learning the language, to grasp the vocabulary is a problem, but there are still many vague phenomenon. In practice, such a view emerges, as if the words were fused with other elements and taught through other elements. Pedagogical experts believe that this view may seem acceptable at first glance, but the observation of foreign students’ speech leads to the conclusion that even in the early stages of learning (when vocabulary is low and words are used only Limited to colloquialism, specific usage, easy to understand) This view is also unacceptable. This is because this view of lexical teaching is not conducive to laying a solid foundation for students’ vocabulary, nor is it conducive to enhancing their confidence in the use of familiar words in their speech. Vocabulary is still in an adjunct position, plays a secondary, image description of the work