- 期刊
拟定马来西亚华语二语的词汇学习数量刍议
Developing the Vocabulary Quantity of Learning Mandarin as Second Language in Malaysia-Discussion
摘要
当要开办华语二语课程和编写华语二语课本时，课程要教多少个词汇和课本里要收纳多少词汇量，都会令老师和编者不知如何着手。如果华语二语课程是以华文来进行，那就容易多了，相关老师可以参考中国国家汉语推广小组办公室属下的孔子学院总部编制的新汉语水平考试大纲，根据所要达致的等级词汇量和汉语要求来编写课程大纲和课本。每个等级需学习多少个词汇的问题虽解决了，但大纲里没注明有关等级的词汇量要用多少时间来学习或掌握。因此，本文以一个课时要学习多少个词汇的做法，制定了一个以学习时间来对应的词汇量学习量表。要是华语二语课程是以汉语拼音词来进行，那可就无从参考，因为有关的标准还没有人提出过。上课课时多词汇学习数量太少，学习效能有限；学习的词汇量如果是太多而上课时间不足，老师就会教不完。本文参考了北京语言大学初级汉语进修课程资料、清华大学对外汉语初级课程资料和欧洲语言共同参考框架（Common European Framework of Reference for Languages; CEFR）找出了华语二语的词汇学习数量的方法，词汇学习数量因以华文和汉语拼音词教学的不同而出现了两套不同的数目。
並列摘要
Among the main decisions a course developer has to make while devising a new course is to decide on the quantity of Chinese characters or vocabulary (Hanyu Pinyin word) to be included in a curriculum. Although certain guidelines on the qunatity of Chinese characters to be taught at each level may be readily available, the guideline on the credit hour of Chinese characters or vocabulary to be taught is not yet clear. This has resulted some confusions in teaching too many or too few Chinese characters or vocabulary in a credit hour. To ensure the effectiveness of teaching and learning, there should be a limit to the minimum or maximum number of words to teach. With reference to the Teaching Mandarin as second language course material of Beijing Language and Cultural University and Tsinghua University, and Common European Framework of Reference for Languages (CEFR), the author attempts to explain how to calculate the number of Chinese characters or vocabulary an instructor should teach in a credit hour. A table that indicated how many Chinese characters or vocabulary an instructor has to teach in a semester with reference to the teaching hour were recommended.