摘要
功能动词结构是德语中一个重要的语言现象,也是德语语言应用中一个常见的表达手段。传统教学环境下,由于缺乏功能动词结构教学理论支撑,教师们往往从词汇学的角度出发,把功能动词结构视作偶然出现的单一词组。这阻碍了德语学习者从语篇、语义等多方面理解掌握功能动词结构。本文通过教学实验对比传统教学手段与以功能动词结构分类理论为依据的教学方式的效果差异,验证主流功能动词结构分类理论的教学应用效果,以期提升功能动词结构教学的系统性。
Function verbs, an important German phenomenon, are a common means of expressions in German language. In the traditional mode of teaching, teachers tend to approach function verbs in the lexicological perspective, seeing a function verbal structure as a single verbal phrase, which hampers learners＇ understanding of function verb structures in the sense of discourse and semantics. This paper aims to compare the effects of traditional mode of teaching and instructions of German function verbs on the structural categorization theory to evaluate the efficacy of pedagogical application of the theory, in the hope of improving the systematic teaching of German function verbs.
出处
《宁波大学学报（教育科学版）》
2017年第3期110-114,共5页
Journal of Ningbo University(Educational Science Edition)
关键词
功能动词结构
分类理论
教学实验
教学效果
function verb structure
categorization theory
empirical study
, pedagogical effect
