本文首先简要介绍澳大利亚悉尼大学著名社会学家Karl Maton提出的语义波理论,尤其是语义引力和语义密度这一对概念对语义波形成和演变的影响,并通过实例分析证明:界定、分类和举例可以发挥降低语义密度的作用。然后论述溯源、联想和释义等其他教学手段对日语话语波峰的消解和知识的积累所能发挥的作用,并提出在教学过程中可适当采用增强语义密度的逆向做法以帮助学生获得更多新知识的观点。

This paper gives a very brief introduction to the Semantic Wave Theory proposed by Karl Maton, a famous sociologist of Sydney University in Australia, with the focus on the two concepts of Semantic Gravity and Semantic Density and their impact on the formation and evolution of semantic waves. And then it tries to show, by data analysis, that teaching methods, such as definition, classification and exemplification can be used to reduce semantic density, as pointed out by scholars like Maton. Besides, it offers two points of view of its writer: 1) Source tracing, association, guiding, figurative memorization and paraphrasing also have their role to play in density reduction and knowledge accumulation; and 2) it is sometimes necessary to do things in an opposite way and increase semantic density in the process of teaching so as to help the students to accumulate more and more new knowledge.