Luo, Qingming

本研究探讨新加坡小学华文教材语料库的建构和应用课题，主要围绕三大目标展开：一是建构具有教学法标注的新加坡小学华文教材语料库；二是利用所建构的小学华文教材语料库进行语言要素的相关研究，并探讨教材语料库辅助小学华文教学的内容和方法；三是开展与教学相结合的二语词汇习得研究。

教材语料库是重要的教学资源和凭借。教材语料库在协助语言教学专家编制教学大纲、提取教学用字词表，以及提供教学参考材料等方面也都发挥了重要作用。尽管如此，教材语料库在二语教学中的应用还停留在间接应用领域，直接服务于课堂教学的应用研究并未受到足够的重视，尤其在汉语教学领域更是一片空白。

教材语料库根据建库目标、语料来源和加工深度可分为教学语料库、教材语料库和教材数据库三类，它们在用途上差异很大。本文研究所创建的教材语料库可直接应用于课堂教学和教材语言研究，该类语料库的开发和应用在非汉语教学界处于起步阶段，在汉语教学界尚属首创。

面向课堂教学和教材语言研究的教材语料库，在语料选择和标注、功能设计和界面呈现方式等都与其他语料库不同。新加坡小学华文教材语料库既遵循语料库开发的基本原理和程序，又在功能开发和检索软件设计上有所创新和突破，实现了语音、汉字、词汇、搭配等多项语言信息的提取和统计，在检索方式和界面设计上也能满足多样化、人性化和便捷化的教学需求，达成了本教材语料库的研究设计目标。

本研究借鉴基于语料库的研究模式和语料库驱动的研究模式，利用所建构的教材语料库对新加坡小学华文教材中的语言要素进行了非系统性的统计分析。首先，采用Shannon（1951）的信息理论对新加坡小学华文教材的语音负担进行了较全面的分析，结果显示，汉语语音系统内部的总负担量分布并不平均，其中韵母的语音负担最重，声母居中，声调最轻；在平均负担量上声调的语音负担最重；声母、韵母、声调内部子系统的语音负担存在较大差异。而造成汉语语音负担不同的原因主要是语音要素的使用频率和语音系统内部的配置存在差异。这些初步结论对汉语语音的习得和教学都具有参考价值。其次，本研究运用统计学的方法对新加坡小学华文教材中的词汇系统进行全面分析，发现教材中的汉语词类呈现偏态分布特征；不同词类的重现率差异显著；相同词类内部重现率也差异显著，存在少数超频词和大量孤频词的非常态分布现象；教材兼类现象并不普遍，约占6%-10%，兼类现象多发生在实词之间，兼类词的音节数与词类存在密切关系等。

在探讨新加坡小学华文教材语料库在华文教学中的应用方面，本研究借鉴Johns（1991）的语料驱动学习理论，从教材语料库在不同教学阶段、不同教学环节的应用，以及它与网络多媒体技术相结合等三个角度，对教材语料库应用于新加坡小学华文教学的可行性进行了深入探讨，提出了具体方法和实例，从教学原理上证明了教材语料库在辅助课堂教学方面能起到纸本教材无法达到的作用。

本研究还利用所建构的教材语料库开展与教学相结合的词汇习得研究。通过一个小规模的教学法对比实验，证明了基于教材语料库的词汇重现对学生提高词汇学习的效益具有积极的作用。

本研究最后对研究课题进行了总结，概括了研究成果，指出了研究中存在的不足，确定了进一步研究的方向。

Chinese characters, also known as Hanzi, is one of the most difficult components when teaching Chinese language, it is also a key factor that restricts Chinese teaching. (Luo, Wang and Min, 2017) In Singapore, the main working and study language, as well as most frequently used language socially is English. This would mean that students in Singapore have attributes of a second language learner when it comes to learning Chinese. Thus, when designing the curriculum, it cannot be written according to the expectations of a first language learner. It is necessary to carefully select and design text, to reduce the learning burden of students and ensure the learning efficiency of students. This paper will compare the 4 sets of Higher Chinese Primary textbooks in Singapore (1979, 1997, 2002, 2007) with the HSK Character list. Character size, recurrence rate, usage rate and difficulty level will be analysed. Which set of textbook is more justifiable? How does the Singapore primary Higher Chinese textbooks evolve over the years?

Giving an assessment to the degree of difficulty of reading text is currently a hindrance in the education of Chinese reading. The traditional methods of assessment are not very satisfactory in terms of their accuracy and stability due to both objective and subjective factors.

This thesis is trying to use related theories and methods of modern corpus linguistic on top of contemporary linguistic methods of "input hypothesis" and "schema theory" to grade reading texts according to their depth. My conclusion is that: using vocabulary list of local Chinese curriculum to assess to the difficulty of "O" Level, "N" Level and school based Secondary Four Chinese examination scripts is more reliable. This uses a method of inspection to justify my above mentioned conclusion. I made use of vocabulary lists abstracted from Singapore Chinese curriculum. Next, I compared them with the vocabulary of the Chinese Proficiency Test (HSK) to prove their reliability. Examination scripts are manually selected as corpus. The graded vocabulary list is then used to evaluate the level of difficulty of the corpus. Finally, rate of vocabulary is used to illustrate that vocabulary capacity is a factor to determine the level of difficulty of Chinese reading text in Singapore is effective.

We hope that through this study and analysis, we can discover a faster and more convenient way to recognize the level of difficulty of reading texts so that education and testing of Chinese reading becomes more scientific and standardized.

Chinese characters are both the focus and the difficulty of language learning. Being ideographic characters, the challenges of being "difficult to learn" and "difficult to understand" are generally present in the learning process of Chinese. Therefore, the quality of instructional materials directly affects the efficiency and results of language learning. This paper will examine two sets of textbooks: Singapore’s "Happy Partners" and China’s teaching Chinese as a second language textbook "Chinese", through a fully statistical research approach. By comparing the total number of characters, the recurrence rate, and the difficulty level of the characters in these two sets of textbooks, the textbooks will be analysed to determine which is more suitable for second language learners and thereby propose some suggestions.