功能对等理论下的少儿对外汉语教材《YCT标准教程》生词释义研究 = Translation of new vocabulary in TCYL textbooks: a case study of the YCT standard course based on functional equivalence theory

• Main Author: 孙文雯 Sun, Wenwen
• Other Authors: Cui Feng
• Format: Final Year Project
• Language: Chinese
• Published: Nanyang Technological University 2025
• Subjects: Arts and Humanities
• Online Access: https://hdl.handle.net/10356/182924
• Institution: Nanyang Technological University

随着中国国际影响力的不断提升，全球范围内掀起了“汉语热”。近年来，多国将汉语教学纳入其国民教育体系，其中不少国家和地区在中小学教育阶段开设了汉语课程。海外汉语学习者年龄逐步呈现出低龄化趋势。因此，“少儿汉语教学”受到广泛关注并成为了研究热点。中小学生汉语考试（Youth Chinese Test，简称YCT）是由中国国家汉办推出的一项国际汉语能力测试，旨在为全球汉语非第一语言的中小学生提供标准化的汉语水平评估。同时，为了进一步规范教学内容，中国国家汉办携手高等教育出版社，共同研发了专门为海外儿童和青少年设计的《YCT标准教程》。作为国际少儿汉语教学的经典教材之一，该教材在标准化教学和提升汉语教学质量等方面发挥了重要作用。然而，相较于发展较早的《HSK标准教材》，目前学术界对于这套教材的相关研究数量不多。词汇教学是汉语教学的重要组成部分，如何通过科学、合理的生词释义帮助外国学生有效掌握汉语词汇，是当前对外汉语教学中的一个重要问题。目前，对于该教材词汇方面的研究大多集中在生词收录和编排，专门针对其生词释义的研究尚未充分开展。本研究以《YCT标准教程》1-6册为研究对象，基于奈达的功能对等理论，结合混合研究方法，系统性地探讨教材中的生词释义问题。本研究旨在分析该教材在生词注释模式中的优势与不足，并为未来少儿汉语教材的编写和改进提供理论支持与实践建议。With the continuous rise of China’s international influence, a global “Mandarin fever” has emerged. In recent years, many countries have integrated Chinese language education into their national curricula, offering Chinese courses at the primary and secondary school levels. Consequently, the average age of overseas Chinese learners has been gradually decreasing, drawing widespread attention to Teaching Chinese as a Foreign Language (TCFL) for Young Learners. The Youth Chinese Test (YCT) is an international Chinese proficiency exam that provides standardized assessments for young learners worldwide who do not speak Chinese as a first language. To standardize educational content, Hanban has partnered with Higher Education Press to develop the YCT Standard Course, a textbook series specifically tailored for children. Recognized as a foundational TCFL teaching resource for young learners, this textbook series has played a key role in standardizing teaching practices and enhancing teaching quality. Vocabulary instruction plays a crucial role in Chinese language (CL) education, especially in helping foreign students acquire Chinese vocabulary more easily—a key challenge in CL teaching. Using Nida’s Functional Equivalence Theory as a framework, this study examines vocabulary word annotation in volumes 1-6 of the YCT Standard Course. The study aims to evaluate the strengths and limitations of the vocabulary annotation approach used in the textbook series. The findings provide theoretical insights and practical recommendations for the future development of TCYL textbooks for children.