语言输入理论研究与对外汉语教学 南京廖华

  本文关键词：语言输入理论研究与对外汉语教学，由笔耕文化传播整理发布。

四川大学硕士学位论文题目语言输入理论研究与对外汉语教学作者王全义完成日期2007.年4月10日培养单位四川大学文学与新闻学院指导老师刘荣副教授业语言学及应用语言学研究方向对外汉语教学授予学位日期年月日四川大学硕士学位论文语言输入理论研究与对外汉语教学语言学及应用语言学专业研究生:王全义指导教师:刘荣20世纪70年代末开始至今，美国南加利福尼亚大学语言教育学家克拉申(StephenD.Krashen)提出了针对第二语言习得的一系列解释，其中影响最大的就是输入假说理论。输入假说认为第二语言习得的实现主要取决于两个方面:一是习得者必须接受大量的可理解性输入，二是习得者在情感上必须对输入采取开放、接受的态度。可理解的输入加上低情感过滤程度，就一定能习得第二语言。自从该理论提出以后，第二语言教学界可谓仁者见仁，智者见智，学者们结合自己的教学实践及实验研究分别对输入假说的各个环节提出了自己的不同见解。影响较大的理论有Swain的输出假说，Long的互动假说以及GaSS提出的集输入、吸收、内化、输出于一体的整合模式，这些理论从不同角度对第二语言习得理论的发展起到了完善作用。上述各方面的分析研究构成了本文第一、二章的主要内容。第三章探讨了对外汉语教学中语言输入的来源。本章首先明确了理想输入的特点，包括可理解性，既有趣又相关，要有足够的输入量等。然后，文章分四个小节介绍了外国腔话语，教师话语，中介语，教材，分析了它们作为语言输入主要来源的特点及其在对外汉语教学中的积极作用。第四章为实验调查部分。2006年笔者参加了两期美中友好志愿者协会的汉语强化培训项目，该项目要求学生在经历十周的岗前培训后，汉语口语能力达到中级(低)水平。在培训结束后，请有经验的对外汉语老师进行口语测试。在经历了大致两个半月的强化培训后，学生的汉语水平并不十分令人满意。结合语言输入理论，笔者对此进行了深入的思考。在培训结束后，笔者又对学生四川大学硕士学位论文在培训中接受的语言输入、输出及其相关因素进行了问卷调查。问卷共分四个部分。第一部分是学生的基本情况，包括学习动机、努力程度、对自己汉语学习情况的了解等。第二部分内容主要调查作为学生语言输入重要来源之一的学习资料情况，包括教材的趣味性、实用性、科学性、内容设计，教师对教材的使用等相关问题。第三部分内容主要调查课堂教学情况，包括学生在课堂上接受到的输入、互动、输出情况及遇到的困难等。

第四部分主要调查学生的课外学习情况，问题包括学生课外时间主要的学习活动是什么、在听说读写上花费的时间及主要困难等。并对数据进行了统计分析，得出了学生从总体上接受的语言输入方面质不高，量不足的结论。在第五章中，笔者根据以上理论研究以及问卷调查的结果，提出了语言输入理论对教学的启示:为学生提供大量的可理解性输入;进行科学有效的输出。希望能够为对外汉语教学效率和质量的提高起到积极的促进作用。关键词:克拉申语言输入输出对外汉语教学四少l!大学硕士学位论文InPutTheoryandItsImPlieationsfortheTeachingofChinesetoForeignersMajor:LinguistiesandAPPliedLinguistiesPostgraduate:WangQuanylSuPervisor:LiuRongStePhenD.KrashenhasProPosedaseriesofexPlanationsforsecondlanguageacquisitionsineethelate19705， thefalllousonebeingtheinPutHyPothesis.AccordingtotheinPuth即 othesis:theaequisitionofseeondlanguagedePendsontwoasPects:one15thattheleamermustaccePtsufficienteomPrehensibleinPut;theother15thatthele翻 ermustbeemotionallyoPentoinPut.ComPrehensibleinPutandlowaffeetivefilterwillmakesurethatthelearnercanacquirethetargetlanguage.TherehavebeenanumberoferitiquesoftheinPut吻 othesissineeiteomesintobeing.DifforentseholarsinthefieldofsecondlanguageaequisitionProPoseddifferentoPinionsoftheinPuthyPothesisbasedontheirownteaehingPraeticeandreseareh，suehasSwain’ 5outPuthyPothesisandLong’ 5thehiteraetionH即 othesisandGass’sintegrativemodeloninPutando呻 ut.ThetheoriesaboveeonstitutethemaincontentofthefirstandthesecondchaPter.ThethirdchaPtermainlydiscussesthesoureesoflanguageinPut.TherearefiVePartsinthischaPter.TheeharaeteristiesofidealinPutinclude:comPrehensibility，interestingandrelevant， notgrammaticallysequencedandsufficieney.ThentheauthordiscussesthesoureesoflanguageinPutinthenextfourP叭s，include:foreignertalk， teachertalk， interlanguageandtextbook;analysestheirPositivefunetionsintheteachingofChinesetoForeigners.ThefourthehaPtereonsistsofanexPeriment.TheauthorPartieiPatedinthe四川大学硕士学位论文Pre一 serviceandin一 ServieetrainingofPeaeeCorpsChinain2006asaLanguage/CulturalFacilitator.TheProgrameontainstenweeksextensiveChinesetrainingforthevolunteers.lt’ 5aninunersionProgram.AllthevolunteersstudiedChineseinthemorningoftheworkdaysandlivedinthehostfamilyarrangedbytheProgrammanagers.Afterthetraining， theyweretestedbyexPerieneedChineseteaehersandtheyhadtoPassintennediatelowlevelinsPokenChinese.AttheendoftheChineseinunersionProgram， theirChineseProfieieneywasnotassatisfaetoryasexPeeted.Afterthetraining，

theauthorthoughtaboutitdeePlytogetherwithinPuttheory.Atthesametime， asurveywasgivenbytheauthortoinvestigatetheinPutandoutPutdUringthetraining.TherearefourP斌 5inthesurvey， inelude:Personalfaetorsofthetrainees;le脚 ingmaterials:elassroomteaehingandafterclassaetivities.Aftertheanalysisoftheresults， theauthoreoneludes:thetraineesdidn’ treeeiveenoughcomPrehensibleinPutandthequalityoftheirlanguageinPut15nothigh.Intheend， theauthorProPosedthe加 PlicationsoftheinPuttheoryfortheteaehingofChinesetoForeigners.ThemainPointsrestuPonthesuffieiencyofcomPrehensibleinPutandtheeffieiencyofoutPut， withthehoPethatoverseasstudentseanlearnChinesemorequieklyandsuceessfully.Keywords:Krashen;languageinPut;outPut:theteaehingofChinesetoForeigners四川大学硕士学位论文目录绪论·······················································································……l1.课题的缘起·····································································……12.课题的研究方法······························································.……23.课题研究的内容及意义······················································……2第一章理论背景·····································································……41.1习得与学习假说················································……””””””41.2自然顺序假说·········································……”…’‘”‘”‘””””’51.3监控假说·····································································……61.4输入假说·····································································……71.5情感过滤假说······················，··································……”‘”’8第二章输入及相关研究··，·························································……102.1关于输入在语言习得中的不同观点····································……102.2输入假说评析·······························································……122.3相关研究················

·····················································……巧2.4Krashen的语言输入模式与GaSS的语言输入输出整合模式之对比…19第三章语言输入的主要来源······················································……233.1理想输入的特点····························································……233.2外国腔话语··································································……243.3教师话语·····································································……253.4中介语·····································································……263.5教材···········································································……27第四章关于输入、互动、输出的调查研究····································……29四川大学硕士学位论文4.1问卷设计·····································································……294.2结果分析················，··················，，·，·······························……294.3讨论·······················，····························，·，··，·················……引4.4本次调查的局限性······················································……44第五章教学启示·····································································……455.1为学生提供充分的可理解性输入·······································……455.2进行科学有效的输出······················································……47结束语····················································································……50附录····················································································……52参考文献·················································································……56作者在读期

  本文关键词：语言输入理论研究与对外汉语教学，由笔耕文化传播整理发布。