NAMA Didier Didier1, Du Fei2
1Chargé de cours à l’École Normale Supérieure de l’Université de Yaoundé I ; Inspecteur Pédagogique National de chinois – MINESEC Cameroun ; Vice-président de la Société Internationale de l’Enseignement du Chinois (SIEC), sous tutelle du Ministère chinois de l’Éducation
2ENS-Université de Maroua
Rise Africa, Vol. 2, No. 1 (2026), pp. 249-267
ISSN : 3105-5311
摘要：词汇教学是汉语作为外语教学的核心环节，对于缺乏汉字认知基础的非汉字文化圈学习者而言尤为关键。本研究以喀麦隆高中一年级汉语词汇教学为研究对象，以主动/被动词汇理论为核心框架，借鉴Nation（2001，2022）提出的词汇知识»形式—意义—使用»三维模型，对本土教材《我爱中文2》第1—10课共150个生词从词汇等级、构词透明度、词性与词长四个维度进行系统分析。研究发现：超纲词占总量的24%，中高级词汇合计达41.3%；半透明词与不透明词合计近四成；三音节及以上词汇约占24%，教材整体词汇难度偏高。在此基础上，本研究提出主动/被动词汇区分的四条操作性原则——词汇等级适切性、构词透明度、单元交际功能和字形加工负荷，并以第7课为例进行了示范验证。本研究的主要创新在于：将构词透明度引入汉语教材词汇分析框架，并结合喀麦隆学习者的法英语背景，对传统母语者视角下的判断标准进行本土化调整，引入跨语言语音透明度维度，使分析结果更贴近目标学习者的实际认知负荷。研究结论可为喀麦隆乃至非洲其他地区国际中文教师提供可操作的词汇教学决策依据。
关键词：汉语词汇教学；主动/被动词汇；构词透明度；《我爱中文2》；喀麦隆
Abstract
This research examines the impact of audiovisual media, particularly sung poetry, on the teaching and learning of Chinese as a foreign language. Conducted with 50 third- and fourth-year students at the Higher Normal School of the University of Maroua (Cameroon),Vocabulary instruction is central to Chinese as a Foreign Language (CFL) teaching, particularly for learners from non-Chinese-character cultural backgrounds who lack prior exposure to Chinese characters. This study investigates vocabulary teaching for first-year senior high school students in Cameroon, using the active/passive vocabulary distinction as its theoretical core and drawing on Nation’s (2001, 2022) three-dimensional model of vocabulary knowledge (form, meaning, and use). A systematic analysis of 150 target words from Lessons 1–10 of the locally developed textbook WǒÀiZhōngwén 2 was conducted across four dimensions: vocabulary level, morphological transparency, part of speech, and word length. Results show that 24% of target words exceed the prescribed vocabulary level, words at the middle-to-advanced level account for 41.3% in total, words with semi-transparent or opaque morphology account for nearly 40%, and trisyllabic or longer words comprise approximately 24%—indicating an overall high difficulty load. On this basis, four operational principles for distinguishing active from passive vocabulary are proposed: level appropriateness, morphological transparency, communicative function within the unit, and orthographic processing load. These principles are illustrated through an analysis of Lesson 7. A key contribution lies in the localization of the morphological transparency framework: the traditional native-speaker-oriented standard is adjusted to incorporate cross-linguisticphonological transparency, better reflecting the actual cognitive load of Francophone and Anglophone learners in Cameroon. The findings offer practical guidance for vocabulary teaching decisions in Cameroon and across other African contexts where Chinese is taught as a foreign language.
the study adopts a mixed-methods comparative experimental design. The findings indicate that audiovisual supports play a crucial role: they enhance learner motivation, facilitate listening comprehension, improve pronunciation (especially tone mastery), and accelerate content memorization. The use of classical Chinese poems set to music proved significantly more effective than traditional teaching without digital tools. Nevertheless, this approach faces limitations related to technical constraints (unstable internet access, insufficient equipment) and pedagogical challenges specific to the Cameroonian context. The study concludes on the need to further integrate ICT into Chinese language teaching while strengthening infrastructure and teacher training.
Keywords
Chinese vocabulary instruction; active/passive vocabulary; morphological transparency; WǒÀiZhōngwén 2; Cameroon
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Comment citer cet article ?
NAMA D. D. , Du Fei. (2026). A study on Chinese Vocabulary Teaching in the First Year of High School in Cameroon 喀麦隆高中一年级汉语词汇教学研究. In Nama, D.D., (Éd.), L’enseignement du chinois au Cameroun : enjeux sociopolitiques, innovations didactiques et perspectives africaines. Rise Africa, 2(1), 249-267.