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新加坡小学华文教材语料库的建构与应用 (Corpus of primary school Chinese teaching materials in Singapore : a study on its construction and application)
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Abstract
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。
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。
This study constitutes an exploration of the construction and application of the Singapore primary school Chinese textbook corpus. It focuses mainly on three major objectives: a) the construction of a pedagogically tagged Singapore primary school Chinese textbook corpus; b) the utilization of the constructed primary school Chinese textbook corpus to conduct relevant research on language elements, explore the content and methodology of textbook corpus-aided primary school Chinese teaching; c) further undertake research on second language vocabulary acquisition in conjunction with teaching.
Constituting an important teaching resource and aid, textbook corpora play a significant role in aiding language teaching experts in the compilation of teaching syllabus, extraction of vocabulary table for teaching, and the provision of teaching reference materials. Nevertheless, textbook corpora are used mostly for indirect applications in the field of second language teaching. The application of textbook corpora to directly serve classroom teaching has yet to receive sufficient attention, especially in the field of Chinese language teaching.
Based on usage objectives, data sources and annotation methods, textbook corpora can be further divided into pedagogical corpora, textbook corpora and textbook-information databases, all of which vary widely in terms of usage. The textbook corpus constructed under this study can be directly applied to classroom teaching and textbook language research. While the development and application of this type of corpora remain in the infancy stage for non-Chinese languages, this study constitutes a first of its kind in the realm of Chinese language.
Textbook corpora that target classroom teaching and textbook language research are different from other corpora in terms of corpus selection and annotation, functional design and interface presentation. Complying with the basic principles and procedures of corpus development, the Singapore primary school Chinese textbook corpus further exhibited innovation and breakthroughs in the context of functional development and search software design. It achieved the extraction and computation of language information such as phonology, Chinese characters, vocabulary, collocation, etc and was able to address the demand for diverse, personalized and convenient teaching in relation to search method and interface design, thereby realizing the designated research objectives of this study.
This study makes reference to corpus-based and corpus-driven research models and utilizes the constructed textbook corpus to undertake a non-systemic statistical analysis of the language elements of Singapore primary school Chinese textbooks. Firstly, Claude Shannon’s Information Theory (1951) is applied to undertake a more comprehensive analysis of the phonological load of Singapore primary school Chinese textbooks. Results indicate that the total load is unevenly distributed within the internal Chinese phonetic system - vowels have the highest phonological load, followed by consonants, with tones having the lowest phonological load. In terms of the average load of phonemes, tones command the highest phonological load, with a greater divergence in the phonological load of the internal subsystems of consonants, vowels and tones. The divergence in the usage frequency of phonetic elements and the internal configuration of phonetic systems is the main cause for the differences in Chinese phonological load. These preliminary conclusions are of reference value to the study and pedagogical research of Chinese phonetic acquisition. Secondly, this study uses statistical methods to undertake a comprehensive analysis of the vocabulary system of Singapore primary school Chinese textbooks, revealing a skewed distribution of Chinese word class in textbooks, including a significant difference in the recurrence rate of different word class as well as the internal recurrence rate within the same word class, and an abnormal distribution phenomenon of few high frequency words and numerous single frequency words. Textbook concurrence is not common, accounting for approximately 6%-10%. Concurrence occurs more between content words, with a close relationship between the number of syllables of multi-category words and word class.
In exploring the application of the Singapore primary school Chinese textbook corpus to the teaching of Chinese, reference is made in this study to Tim Johns’ data-driven learning theory (1991). From the perspectives of the applicability of textbook corpus to different teaching stages and segments, and the combination of textbook corpus with internet multimedia technology, this study further sets out an in-depth discussion of the feasibility of the application of textbook corpus to Singapore primary school Chinese teaching and puts forward concrete methods and examples to further prove that based on pedagogical principles, textbook corpus can achieve an effect unmatched by printed textbooks in aiding classroom teaching.
This study uses the constructed textbook corpus to conduct research on vocabulary acquisition in conjunction with teaching. Through a small-scale comparative experiment on pedagogy, this study further illustrates that teaching pedagogy which utilizes textbook corpus-based vocabulary repetition has a positive effect in improving the effectiveness of vocabulary learning of students.
This study concludes with a summary of the research topic, including the research findings, and further points out existing inadequacies as well as the direction for further research.
Constituting an important teaching resource and aid, textbook corpora play a significant role in aiding language teaching experts in the compilation of teaching syllabus, extraction of vocabulary table for teaching, and the provision of teaching reference materials. Nevertheless, textbook corpora are used mostly for indirect applications in the field of second language teaching. The application of textbook corpora to directly serve classroom teaching has yet to receive sufficient attention, especially in the field of Chinese language teaching.
Based on usage objectives, data sources and annotation methods, textbook corpora can be further divided into pedagogical corpora, textbook corpora and textbook-information databases, all of which vary widely in terms of usage. The textbook corpus constructed under this study can be directly applied to classroom teaching and textbook language research. While the development and application of this type of corpora remain in the infancy stage for non-Chinese languages, this study constitutes a first of its kind in the realm of Chinese language.
Textbook corpora that target classroom teaching and textbook language research are different from other corpora in terms of corpus selection and annotation, functional design and interface presentation. Complying with the basic principles and procedures of corpus development, the Singapore primary school Chinese textbook corpus further exhibited innovation and breakthroughs in the context of functional development and search software design. It achieved the extraction and computation of language information such as phonology, Chinese characters, vocabulary, collocation, etc and was able to address the demand for diverse, personalized and convenient teaching in relation to search method and interface design, thereby realizing the designated research objectives of this study.
This study makes reference to corpus-based and corpus-driven research models and utilizes the constructed textbook corpus to undertake a non-systemic statistical analysis of the language elements of Singapore primary school Chinese textbooks. Firstly, Claude Shannon’s Information Theory (1951) is applied to undertake a more comprehensive analysis of the phonological load of Singapore primary school Chinese textbooks. Results indicate that the total load is unevenly distributed within the internal Chinese phonetic system - vowels have the highest phonological load, followed by consonants, with tones having the lowest phonological load. In terms of the average load of phonemes, tones command the highest phonological load, with a greater divergence in the phonological load of the internal subsystems of consonants, vowels and tones. The divergence in the usage frequency of phonetic elements and the internal configuration of phonetic systems is the main cause for the differences in Chinese phonological load. These preliminary conclusions are of reference value to the study and pedagogical research of Chinese phonetic acquisition. Secondly, this study uses statistical methods to undertake a comprehensive analysis of the vocabulary system of Singapore primary school Chinese textbooks, revealing a skewed distribution of Chinese word class in textbooks, including a significant difference in the recurrence rate of different word class as well as the internal recurrence rate within the same word class, and an abnormal distribution phenomenon of few high frequency words and numerous single frequency words. Textbook concurrence is not common, accounting for approximately 6%-10%. Concurrence occurs more between content words, with a close relationship between the number of syllables of multi-category words and word class.
In exploring the application of the Singapore primary school Chinese textbook corpus to the teaching of Chinese, reference is made in this study to Tim Johns’ data-driven learning theory (1991). From the perspectives of the applicability of textbook corpus to different teaching stages and segments, and the combination of textbook corpus with internet multimedia technology, this study further sets out an in-depth discussion of the feasibility of the application of textbook corpus to Singapore primary school Chinese teaching and puts forward concrete methods and examples to further prove that based on pedagogical principles, textbook corpus can achieve an effect unmatched by printed textbooks in aiding classroom teaching.
This study uses the constructed textbook corpus to conduct research on vocabulary acquisition in conjunction with teaching. Through a small-scale comparative experiment on pedagogy, this study further illustrates that teaching pedagogy which utilizes textbook corpus-based vocabulary repetition has a positive effect in improving the effectiveness of vocabulary learning of students.
This study concludes with a summary of the research topic, including the research findings, and further points out existing inadequacies as well as the direction for further research.
Date Issued
2016
Call Number
PL1074.5 L86
Date Submitted
2016