俄语（PKи）词汇概念的认知心理分析及教学对策研究

【作者】 高国翠；

【导师】 高凤兰；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2011， 博士

【摘要】 随着认知科学的发展及其在许多学科领域的广泛普及,融合了哲学、心理学、语言学、教育学及其相关交叉学科合理内核的外语教学理论也得到了革命性的发展和完善,从传统的外语教学研究逐渐地转向了外语学习者语言学习的认知心理研究,越来越多的国内外专家和学者开始关注和重视词汇的认知心理研究。然而,从认知心理角度研究外语词汇教学,特别是俄语(РКИ)词汇教学,目前在国内尚处于起步阶段。如何科学评价教学和寻找合理教学对策是每一位俄语教育工作者应该深入思考的问题。词汇是语言的主要组成部分,是语言的基础。语言的社会约定俗成性、系统性、民族性、认知属性等特征及其交际功能和文化承载功能都能在词汇层面得以体现。人类大脑中的词汇之间有着千丝万缕的联系和逻辑概念关系,所以语言又是一个复杂的语义网络系统。同时,不同的人类群体操纵着不同的语言,并且每种语言都有自己的词汇语义网络系统,它们既彼此独立,又相互渗透。研究者通过实验证实了人的心理词汇按语义网络形态存储于人的大脑中,词汇在提取时受到诸多因素的影响,而外语词汇教学就是帮助学习者在本族语词汇网络系统基础上再创建一个双语编码网络系统,从而达到对异域历史文化、社会制度、民族个性、民族心理等的正确认知,丰富学习者的心智空间,使学习者能够有效提取词汇进行跨文化交际。而其中最基础的问题就是教学如何采取有效的教学对策形成学习者外语词汇概念认知网络系统。基于此,本论文以心理语言学等相关学科理论为基础,着重从认知心理的角度展开研究。全文共分八个部分:第一部分:绪论。概述本文的研究背景,指出研究的目的、意义与价值,提出本文的研究内容,介绍本文的研究方法及创新之处。第二部分:国内外关于俄语(РКИ)词汇的认知研究综述。总的看来,国内俄语(РКИ)词汇教学认知研究开始较晚,研究域比较窄且不够深入,还鲜有全方位、多角度的系统研究,尚未形成俄语(РКИ)词汇教学的系统模式。如何获得词汇教学评价数据并发现存在的问题,探求有效俄语(РКИ)词汇教学对策是我们面临的一个重要问题。第三部分:俄语词汇认知研究的理据。马克思和恩格斯的哲学理论、洪堡特的文化哲学观、波铁布尼亚的语言哲学观、维果茨基的“文化——历史”原则和列昂季耶夫的“言语活动”论、俄罗斯的语言世界图景理论和对外俄语教学理论对本文具有重要的启示作用,本章将逐一阐释诸理论观点并作为提出研究假设、分析问题和解决问题的理论依据。第四部分:概述俄语词汇及其语义特征。第五部分:借鉴国内外外语词汇认知标准的理论,界定了中国学习者俄语(РКИ)词汇认知的标准。第六部分:设计并在中国和俄罗斯实施了俄语(РКИ)词汇概念认知的系列测试,得出中国学生对俄语词汇认知存在空缺的测试结论。第七部分:通过对比俄汉两种语言及其各自文化背景的差异,系统分析中国学生对俄语词汇认知存在空缺的原因。第八部分:针对中国学生俄语(РКИ)词汇概念认知方面存在的空缺,笔者提出了比较合理的教学对策。总之,本文从认知心理角度重新界定了俄语(РКИ)词汇认知的标准,站在哲学高度上,坚持马克思主义全面发展的原则,从教情和学情的实际出发,采用系列测试的评价方法,对俄语词汇认知进行了比较全面客观的评价,针对存在的问题提出了合理的教学对策。更多还原

【Abstract】 With the development of the cognitive approach to science and its wide distribution in various fields such as philosophy, psychology, linguistics, pedagogy, and other related disciplines, the theory of teaching Russian as a Foreign Language has also undergone a revolutionary leap in its development and improvement. From the traditional system of learning theory and practice of teaching foreign languages, it became a system of cognitive psychology research. More and more Chinese and foreign scholars in the study of language is beginning to pay attention to this approach. However, the study of foreign language teaching from the perspective of cognitive psychology - especially the teaching of Russian language vocabulary - currently in its infancy. How to evaluate scientific teaching, how to choose an appropriate learning strategy - this should think deeply about current teachers of Russian as a foreign language.Vocabulary is the main component of the language, its foundation. Social common language, its system, national origin, cognition, etc., as well as its communication and cultural functions occur primarily at the lexical level. Language is a complex semantic system, in the human brain there is a complex of logical relationships between the words. At the same time, different groups of people use different languages. Moreover, each language has its own semantic system of the words which are independent of each other and, simultaneously, interconnected. All these factors should be considered for teachers who teach vocabulary course for foreign students.The results of the experiments showed to researchers that the mental lexicon is stored in the human mind in the form of semantic networks, and that the speakers’ choice of an active vocabulary depends on a large number of different factors. Thus, one of the major problems of modern theories of teaching foreign languages is a choice of effective teaching strategies in order to create in students the cognitive system of foreign language vocabulary.Teaching a foreign language helps students to develop a system of bilingual encoding based on the native language, ensuring a proper understanding of different historical cultures, social systems, national character and national psychology, enriching the students’ mental space. All of this ultimately allows them to effectively select vocabulary to intercultural communication.Thus, this paper presents a research in the field of psycholinguistics and related disciplines, focuses on aspects of cognitive psychology.The full text is divided into eight parts:The first part of the paper briefly presents the research background, points out the research purpose, meaning and value. The thesis puts forward the research contents, introduces the research method and innovation.The second part provides an overview of research on the cognitive approach in studying the Russian language vocabulary in China and abroad. It should be noted that the study of theory and practice of teaching Russian language vocabulary in China started relatively late, this area is narrow and insufficiently studied deeply, comprehensive systemic studies on the subject a little, and the system model of teaching Russian language vocabulary not formed yet. How to get data evaluation of teaching vocabulary and identify problems and find an effective strategy for teaching the Russian language vocabulary (RCT) - the main issues considered by us.The third part explains the rationale for the cognitive approach in the study of Russian language. Philosophical theories of Marx and Engels, Philosophy of Culture by W. von Humboldt, Potebnya’s idea of the philosophy of language, Vygotsky’s "cultural-historical" principle, Leontief’s theory of "speech activity", the Russian language world prospect theory, as well as different theoretical views and approaches to teaching Russian as a foreign language are of great importance for the study. Therefore, they were used in this work as a theoretical base of research, analysis and solving the problems.The fourth part describes the structure of lexical and semantic features of the Russian language.The fifth part provides an overview of Chinese and foreign theoretical approaches to the study of the vocabulary of foreign languages within the framework of cognitive linguistics, which are recognized by Chinese scientists and linguists as standard and are applied in practice in teaching.The sixth part describes the causes and results of a series of cognitive experiments related to the concept of the Russian language vocabulary. Our data indicate that Chinese students have semantic gaps in their vocabulary of the Russian language.The seventh part of the study compares the Chinese and Russian languages, cultural differences between the two countries, as well as systematic analysis of the causes of the existence of lexical and semantic gaps among Chinese students during study of Russian language vocabulary.In the eighth part, we propose a suitable strategy for teaching that takes into account the presence of semantic gaps among Chinese students in the study of Russian language in its cognitive aspect.Thus, the present study, based on the achievement of cognitive psychology, redefines the standard cognitive lexicon of Russian.Taking as its starting point the philosophical view of language and culture, adhering to the Marxist principle of comprehensive development, based on facts, using associative research methods, treating indifferent to teaching and learning, we conducted a comprehensive objective assessment of the study of Russian language and on the basis of existing problems proposed a strategy of teaching.更多还原