戏剧化教学法对汉语成语理解的作用研究
DOI:
https://doi.org/10.18002/sin.v19i2.8606关键词:
中文；成语；戏剧化教学法；体现式学习摘要
成语在中国的语言和文化中扮演着至关重要的角色，它们将中国传统智慧浓缩在四个汉字的故事中，通常情况下对国际学生学习汉语具有很大挑战。本文采用定量和定性相结合的方法，调查戏剧教学法对于汉语成语教学所产生的积极作用。本文以西班牙拉科鲁尼亚官方语言学校的学生为对象，对20名年龄在14-60岁之间的A1/HSK1级汉语学生（女生13人，男生7人），分对照组和实验组各10人进行调查。研究发现，一周教学后，采用戏剧化教学法的实验组学生成绩优于对未采用戏剧化教学法的对照组学生。该实验数据分析验证了戏剧教学法对西班牙学生学习和理解汉语成语发挥的作用。
Downloads
Métricas alternativas
参考
Anastopoulou, S., Sharples, M. & Baber., C., 2011. An Evaluation of Multimodal Interactions with Technology While Learning Science Concepts. British Journal of Educational Technology 42 (2): 266–290.
Bai, Y., 2010. Xiandai Hanyu Cidian Lei Chengyu Yanjiu. 《现代汉语词典》类成语研究. Master Thesis, Heilongjiang University.
Boers, F., Demecheleer, M., & Eyckmans, J., 2004. Etymological elaboration as a strategy for learning figurative idioms. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a Second Language: Selection, Acquisition and Testing, Vol. 10: 53–78. John Benjamins Publishing Company.
Bolton, G., 1979. Towards a Theory of Drama in Education. London: Longman.
Chaddock-Heyman, L., Erickson, K. I., Holtrop, J. L., Voss, M. W., Pontifex, M. B., Raine, L. B., Hillman, C. H., & Kramer, A. F., 2014. Aerobic fitness is associated with greater white matter integrity in children. Frontiers in human neuroscience,( 8) 584.
Chang, C. Y., Chien, Y. T., Chiang, C. Y., Lin, M. C., & Lai, H. C., 2013. Embodying gesture-based multimedia to improve learning. British Journal of Educational Technology, 44(1): E5-E9.
Chwe, M., 2001. Rational ritual: culture, coordination, and common knowledge. Princeton: Princeton University Press.
Corderi Novoa, M., 2019. Improchinese: Using improv theater in a Chinese as a foreign language experimental classroom. Revista de Artes Performativas, Educación y Sociedad, 1(1): 147-163.
Corderi Novoa, M., & García Mayo, M. del P., 2022. The Impact of Performative Language Teaching on Oral Skills in the Classroom of Chinese as a Foreign Language. Sinología hispánica. China Studies Review, 14(1): 79–106.
Corderi Novoa, M., 2023. Performing El Camino (The Way) of Santiago de Compostela: an embodied performative language teaching practice. Scenario Journal, 17(1): 132-155.
Council of Europe. 2001. Common European Framework of Reference for Languages. Retrieved Sep 8, 2019, from www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf.
Dong, X., 2002. Lexicalization: Genesis and Development of Disyllabic Words in Chinese. Chengdu: Sichuan People’s Press.
Gerrig, R., & Gibbs, R., 1988. Beyond the lexicon: Creativity in language production. Metaphor and Symbolic Activity, (3): 1-19.
Glenberg, A. M., 2010. Embodiment as a unifying perspective for psychology. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4): 586-596.
Hong, B., 2012. On the Writing of Textbooks of Chinese Idioms for Foreign Learners. Journal of Honghe University, 10 (3): 81–84.
Kao, S., 1994. Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan: A teacher-researcher study. (Doctoral dissertation). Ohio-State University, Columbus, OH, USA.
Kosmas, P., 2021. The integration of embodied learning in a language learning classroom: conclusions from a qualitative analysis. In S. Papadima-Sophocleous, E. Kakoulli Constantinou & C. N. Giannikas (Eds), Tertiary education language learning: a collection of research, 133-149. Research-publishing.net.
Kosmas, P., & Zaphiris, P., 2019. Words in action: investigating students’ language acquisition and emotional performance through embodied learning. Innovation in Language Learning and Teaching, 14(4): 317-332.
Lee, W., Huang, C., Wu, C., Huang, S., & Chen, G., 2012. The effects of using embodied interactions to improve learning performance. In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT), July 4–6 2012: 557–559.
Lindgren, R., 2014. Getting Into the cue: Embracing Technology-Facilitated Body Movements as a Starting Point for Learning. In Learning Technologies and the Body, edited by V. Lee, 39–54. New York: Routledge.
Long, M. H., 1985a. Input and second language acquisition theory. In S. Gass & C. Madden (Eds.), Input and Second Language Acquisition (pp. 377-393). Rowley, Mass.: Newbury House.
Long, M. H., 1985b. A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition, 77-99. Clevedon: Multilingual Matters.
Long, M. H., 1996. The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Language Acquisition: Vol. 2. Second Language Acquisition. New York: Academic Press, 413-468.
Macedonia, M., 2019. Embodied Learning: Why at School the Mind Needs the Body. Front. Psychol. 10: 2098.
Ministerio de Educación y Formación Profesional, 2022. Gobierno de España. Retrieved 19/08/2023 from https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/no-universitaria/alumnado/matriculado.html
McClelland, E., Pitt, A., & Stein, J., 2015. Enhanced Academic Performance Using a Novel Classroom Physical Activity Intervention to Increase Awareness, Attention and Self-Control: Putting Embodied Cognition Into Practice. Improving Schools 18 (1): 83–100.
Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J. & Wolf, M., 2013. Links Between Early Rhythm Skills, Musical Training, and Phonological Awareness. Reading and Writing 26 (5): 739–769.
Meng, Z.Y., & Wan, Y. B., 2013. 孟柱亿（韩）、万玉波，演话剧学汉语特色口语课程分析——以《春香新传》教学、演出为案例Specialized speaking course “Learn Chinese by performing a play”: Taking the case of Chunxiang Xinzhuan teaching and acting as an example. 国际汉语教育Journal of International Chinese Education, (2): 93-106.
Moon, R., 1998. Fixed expressions and idioms in English. Oxford: Clarendon Press.
O’Neill, C., 1995. Drama Worlds: A Framework for Process Drama. Heinemann: Portsmouth.
Petrovčič, M., 2022. Chinese Idioms: Stepping Into L2 Student’s Shoes. Acta Linguistica Asiatica, 12(1): 37–58.
Piazzoli, E., 2018. Embodying Language in Action: The Artistry of Process Drama in Second Language Education. Palgrave Macmillan. Dublin: Ireland.
Piedra Molina, N., 2017. Unidad didáctica sobre la enseñanza de chengyu en un nivel A2 a alumnos españoles. Master Thesis, Universidad de Granada.
Richards, J., Platt, J., Platt, H., & Candlin, C., 1992. Longman dictionary of applied linguistics. Harlow, Essex, England: Longman.
Roberts, R. & Kreuz, R. 1994. Why do people use figurative language? Psychological Science, (5): 159-163.
Rohsenow, J. S., 2003. ABC dictionary of Chinese proverbs. University of Hawaii press.
Saura Molero, I., 2017. Chengyu”: recopilación, análisis y propuesta de traducción. Published bachelor tesis. Grau d’Estudis de l’Àsia Oriental. Universita Autònoma de Barcelona.
Schewe, M., 2013. Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture. Scenario: Journal for Performative Teaching, Learning and Research, 8 (1): 5–23.
Schmidt, R., 1990. The role of consciousness in second language learning. Applied Linguistics, (11): 129-158.
Shi, L., 2008. 外国学生成语使用偏误分析与教学策略Error analysis of foreing students’ chengyu use and teaching strategies. 西南民族大学 (人文社科版) Xinan Minzu Daxue Xuebao (Renwen Sheke Ban), (6): 280–283.
Spolin, V., 1986. Theater Games for the Classroom: A Teacher’s Handbook. Evanston, Illinois: Northwestern University Press.
Van Dam, W. O., Van Dijk, M., Bekkering, H. & Rueschemeyer, S. A., 2012. Flexibility in Embodied Lexical-Semantic Representations. Human Brain Mapping, 33 (10): 2322–2333.
Vasiljevic, Z., 2015. Teaching and Learning Idioms in L2: From Theory to Practice. MEXTESOL Journal, 39(4): 1–24.
Vygotsky, L. S., 1930/1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Walker, G. & Noda, M. 2000. Remembering the Future: Compiling Knowledge of Another Culture. In Diane B. & Robert T. (Eds.), Reflecting on the Past to Shape the Future. Lincolnwood: National Textbook Company.
Wang, Y., 2009. 王永阳.试论戏剧化教学法在汉语作为第二语言教学中的运用——以澳大利亚的一个课堂教学为例. On the application of drama in teaching Chinese as a second language: Classroom practice in Australia. 世界汉语教学Chinese Teaching in the World (2): 233-243.
Wang, S., & Luo, H., 2021. Exploring the meanings and grammatical functions of idioms in teaching Chinese as a second language. International Journal of Applied Linguistics, 31(2): 283–300.
Wen, I., 2015. The effectiveness of learning through drama in teaching Chinese as a second language. Unpublished master’s thesis, Miami University.
Wilson, M., 2002. Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4): 625-636.
Wu, C., 1995. On the Cultural Traits of Chinese Idioms. Intercultural Communication Studies, (1): 61-84.
Wray, A., 2005. Formulaic Language and the Lexicon. Cambridge: Cambridge University Press.
Zhang, X., 2012. Chengyu as Cultural Performances: Insights into Designing Pedagogical Materials for Four-character Chinese Idioms Master’s thesis, Ohio State University. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339698374
已出版
Versions
- 2026-01-22 (3)
- 2025-01-17 (2)
- 2025-01-17 (1)
How to Cite
期
栏目
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Sinología Hispánica. China Studies Review considers all manuscripts on the strict condition that:
- The authors assign the exploitation rights (reproduction, distribution, public communication and transformation) of the work accepted for publication to the University of León on a non-exclusive basis. Authors can establish, on their own, additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), always acknowledging the initial publication. in this magazine.
- The manuscript is your own original work and does not duplicate any other previously published work, including your own previously published work.
- The manuscript is not currently under consideration or peer review, nor accepted for publication, nor in press, nor published elsewhere.
- The manuscript contains nothing that is abusive, defamatory, libellous, obscene, fraudulent, or illegal.
- Please note that Sinologia Hispanica uses Turnitin software to screen manuscripts for unoriginal material. By submitting your manuscript to Sinologia Hispanica you are agreeing to any necessary originality checks your manuscript may have to undergo during the peer-review and production processes. Any author who fails to adhere to the above conditions will be rejected.
- Authors are allowed and encouraged to electronically disseminate the pre-printed versions (version before being evaluated) and / or post-printing (version evaluated and accepted for publication) of their works before publication, since it favors their circulation and dissemination more early and with it, a possible increase in its citation and reach among the academic community.
Sinologia Hispanica is under an international license Creative Commons Attribution-Noncommercial-Share Alike 4.0. You can read more about this license in an informative version and legal text.
