心理词汇理论对二语教材词汇编排的启示——以《汉语教程2》为例

The Implications of Mental Lexicon Theory for the Vocabulary Arrangement of Second Language Textbooks—Taking Chinese Course (Book II) as an Example

摘要: 本研究选取对外汉语教学界的经典教材《汉语教程2》为研究对象，以心理词汇理论为基础，从影响心理词汇构建因素，即词汇量、词汇难易度、词汇重现率三个角度考察《汉语教程2》的词汇编排，根据话题分类构建《汉语教程2》话题–词汇表，结合问卷调查和教师访谈对汉语学习者感兴趣的话题和词汇的调研，根据分析结果，探讨阐述如何将心理词汇理论运用到二语教材词汇编排中，提高学生词汇习得效率，促进二语教学。

Abstract: Choosing the classic textbook Chinese Course (Book II) in the field of teaching Chinese as an object of study, based on the theory of mental vocabulary, this paper examines the vocabulary arrangement of Chinese Course (Book II) from three perspectives of factors which influence the construction of mental lexicon, including vocabulary quantity, vocabulary difficulty and vocabulary reproduction rate and meanwhile compiles a topic-vocabulary list of Chinese Course (Book II) in accordance with the categories of topics. Based on the findings of questionnaires and teacher interviews on topics and vocabulary that Chinese learners are interested in, this paper explores how to apply psychological vocabulary theory to the glossary compilation of the SLA textbooks, so as to improve the efficiency of students’ vocabulary acquisition and meanwhile promote the L2 teaching.