高等HSK考试中学生书面语能力考察与分析

发布时间：2018-02-24 17:43

  本文关键词： 书面语能力 语篇语体量化分析法 对外汉语　出处：《北京语言大学》2009年硕士论文　论文类型：学位论文

【摘要】： 交际是语言教学的终极目标,无论是口头形式的交际还是笔头形式的交际。第二语言教学以学生的交际能力为目标,充分注重了口语的教学,相比之下,书面语教学就显得相当薄弱。纵观对外汉语教学界,口语教学的呼声方兴未艾,但是书面语的教学却迟迟没有迎来春天。 本文在对目前的国内外书面语相关文献做出综述后,区分了众学者使用的相关概念,在此基础上,确定本文的研究内容和目标。 目前,从学生的直接学习效果出发来探讨书面语教学的文章不多,本文以探讨和研究学生的书面语能力为核心,从学生的原始语料出发,抽取HSK动态作文语料库中70分、80分、90分作文各60篇,考虑到文体可能会对学生的书面语能力产生影响,所以,我们在每个分数阶段上各取议论文和记叙文两种文体,每个分数阶段每种文体抽取30篇,涵盖两个作文题目,目的是尽可能全面准确地对高等HSK考试中学生的书面语能力进行考察。 本文采用语篇语域量化法,试图将学生抽象的书面语能力转换成具体的数值表现出来,分析对比各个分数阶段、各种文体之间的差异及其原因;同时从语言的词汇、短语、句法及篇章层面对学生的语言使用特征进行考察分析。 考察结果证实,虽然学生的HSK作文分数较高,但学生的书面语能力非常不理想。另外,学生分辨口语与书面语的能力也很差,即使是HSK高等证书的获得者,其语体辨别能力远远不够,学生的语体能力没有向“口语体”和“书面语体”两端延伸的趋势,学生仍处于“口语——通用语——书面语”中“通用语——书面语”的起步阶段。学生在书面语言使用方面,存在着不均衡的现象。 以考察结果为基础,我们针对书面语教学的实际效果,从教学的四大环节出发,试图建立一套完整的书面语教学体系,对书面语教学提出一些可供参考的建议。
[Abstract]:Communication is the ultimate goal of language teaching, whether in oral or written form. Second language teaching aims at students' communicative competence and pays full attention to oral language teaching. Throughout the field of teaching Chinese as a foreign language, the voice of oral language teaching is in the ascendant, but the teaching of written language has not ushered in spring. After summarizing the current literature of written language at home and abroad, this paper distinguishes the relevant concepts used by scholars, and on this basis, determines the contents and objectives of this paper. At present, there are few articles to discuss the teaching of written language from the perspective of the students' direct learning effects. This paper focuses on exploring and studying the students' written language ability, starting from the students' original corpus. Taking into account the influence of writing style on students' written language ability, we selected 70, 80 and 90 compositions from the HSK dynamic composition corpus. Therefore, we take argumentation and narrative writing in each grade stage. The purpose of this paper is to investigate the written language ability of high school students in the HSK examination as comprehensively and accurately as possible. This paper attempts to convert the students' abstract written language abilities into concrete numerical expressions by using the textual register method, to analyze and compare the differences between different grades, different styles and their causes, and at the same time, to analyze and compare the vocabulary and phrases of the language. The syntactic and textual features of students' language use are investigated and analyzed. The results show that although the students' HSK scores are high, the students' written language skills are far from ideal. In addition, the students' ability to distinguish between spoken and written language is also very poor, even for the recipients of the HSK advanced certificate. Their stylistic discrimination ability is far from enough, and the students' stylistic ability does not extend to the two ends of "colloquial style" and "written style". Students are still in the initial stage of "common language-written language" in "spoken-Common language-written language", and there is an imbalance in the use of written language by students. Based on the investigation results, we try to set up a complete teaching system of written language from the four aspects of the teaching in view of the actual effect of the teaching of written language, and put forward some suggestions for reference in the teaching of written language.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
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本文编号：1531144