词汇教学是对外汉语教学的重要环节，科学合理的词汇呈现方式可以帮助教师更顺利地开展教学活动，使学习者学习事半功倍，但已有研究中相关研究很少。因此本文借鉴了英语教学领域相关研究成果，对语义相关/无关两种词汇呈现方式对缅甸儿童汉语词汇学习的影响进行了探索，其中还考察了语义具体性和抽象性在此过程中的调节作用。

本研究对30名缅甸小学三年级非华裔儿童进行了为期一个月的追踪研究。采用两种不同的方式（相关/无关）交替学习两组抽象名词和两组具体名词。学习结束后当堂进行测试，课程结束一周后进行延时测试。

结果发现：（1）无论在即时测试还是延时测试中，语义相关条件下的成绩始终好于语义无关条件下的成绩，具体名词的成绩始终好于抽象名词的成绩；（2）语义无关导致的成绩下降在延时测试中大于即时测试。语义抽象度的影响导致的成绩下降在延迟测试中下降幅度更大；（3）交叉滞后检验发现语义无关条件下，具体名词和抽象名词的自回归效应显著，而语义相关条件下，具体名词没有自回归效应。

结果表明，语义关联性在缅甸儿童汉语词汇学习过程中产生了影响。即语义相关的词汇呈现方式对于缅甸儿童汉语词汇学习有促进作用。语义具体性和抽象性在语义关联度影响中起着调节作用。儿童在语义相关和语义无关条件下的词汇记忆可能采取了不同的策略。因此，教师在进行教学设计和组织课堂教学时可以通过语义相关的方式整合目标词汇，设计与教学内容息息相关的教学活动，注意学习与复习相结合。

Vocabulary teaching is an important part of teaching Chinese as a foreign language, and a scientific and reasonable vocabulary presentation can help teachers carry out teaching activities more smoothly and make learners' learning more effective with half the effort. Therefore, this paper draws on relevant research findings in the field of English language teaching to explore the effects of semantically relevant/irrelevant vocabulary presentation on Burmese children's Chinese vocabulary learning, and to investigate the moderating effects of semantic concreteness and abstraction in this process.

This study followed 30 Myanmar elementary school children of non-Chinese origin in the third grade for one month. Two different approaches (related/unrelated) were used to learn two sets of abstract nouns and two sets of concrete nouns alternately. A test was administered in the classroom at the end of the study and a delayed test was administered one week after the end of the course.

The results showed that (1) the performance in the semantic-related condition was always better than that in the semantic-irrelevant condition, and the performance of concrete nouns was always better than that of abstract nouns in both the immediate test and the delayed test; (2) the decline in performance due to semantic irrelevance was greater in the delayed test than in the immediate test. The decline in performance due to the effect of semantic abstraction was greater in the delayed test; (3) The cross-lag test found significant autoregressive effects for concrete and abstract nouns in the semantic irrelevance condition, while there was no autoregressive effect for concrete nouns in the semantic related condition.

The results suggest that semantic relatedness has an effect in the process of Chinese vocabulary learning for Myanmar children. That is, semantic relatedness in the presentation of vocabulary has a facilitating effect on Chinese vocabulary learning among Myanmar children. Semantic concreteness and abstractness play a moderating role in the influence of semantic relatedness. Children may have adopted different strategies for vocabulary memory in the semantic related and semantic unrelated conditions. Therefore, teachers can integrate target vocabulary through semantic relatedness when designing instruction and organizing classroom instruction, design instructional activities that are closely related to the content, and pay attention to the combination of learning and review.