汉语作为第二语言输入的“与外国人交谈语”研究

发布时间：2018-03-08 12:17

本文选题：语言输入　切入点：与外国人交谈语　出处：《北京语言大学》2009年硕士论文　论文类型：学位论文

【摘要】： “与外国人交谈语”(Foreigner Talk)是母语使用者和第二语言学习者交际时调整话语的总称。国外的输入研究起始于对第一语言的输入研究(照顾语),随后发展到对“与外国人交谈语”、“第二语言教师语”和“中介语话语”的研究。从80年代起,国内陆续引进国外的输入理论,理论研究以介绍国外研究成果为主,实证研究主要集中于国内英语教学界,特别是对教师语言的研究在近年取得了不少成果,但是以汉语作为第二语言输入的“与外国人交谈语研究”无论在理论上还是实践上都比较薄弱。本研究以Selinker的中介语理论、Krashen的输入理论、Swain的输出假说和Long的交互假说以及会话分析理论为理论基础,采用实地录音法,分别选取汉语母语者8名(有、无对外汉语教学背景的汉语母语者各4名)和以英语为母语背景的汉语学习者16名(初级、中高级两个水平的汉语学习者各8名)。通过转写和分析,我们基本描述出汉语作为第二语言输入的“与外国人交谈语”在结构和功能上的特点。研究结果显示:(1)随NNS语言水平的提高,NS在话语量、平均句长上呈现逐渐上升的趋势。(2)随NNS语言水平的提高,NS使用的词汇数基本持平,词汇量呈下降趋势。三组会话中,NS使用的甲、乙、丙、丁以及超纲词的分布比例在词汇数和词汇量上基本一致。(3)汉语的四类疑问句中,NS更多地使用是非问、特指问、较少使用选择问和正反问。(4)NS-NNS会话中,话题大多由NS引发。随NNS语言水平的提高,NS引发话题的数量呈现逐渐下降的趋势。NS在起始话步的句式选择上,疑问句使用频率最高,其次是陈述句和祈使句。(5)NS更多地使用确认核实、重复、词语解释、暗示放弃等方式对失败的交际进行修正。(6)有、无背景的NS在是否纠偏和选择纠偏方式上有很大差异。我们认为,自然情境下的“与外国人交谈语”在一定程度上能够为第二语言学习者提供可理解的输入,并且有机会引导第二语言学习者修正自己的偏误,输出正确的表达,从而达到提高第二语言学者语言水平的目的。希望我们的研究结果在帮助第二语言教师了解第二语言学习者在课堂外的习得环境的同时,还可以为第二语言课堂的听力教学、口语教学、疑问句教学和课堂纠偏等提供一些启示。
[Abstract]:"conversational language with foreigners" is a general term used by native speakers and second language learners to adjust utterances in communication. Foreign input studies begin with the study of input into the first language (take care of the language and then develop to the "foreign language"). A study of conversation, second language teacher's language and Interlanguage discourse. Since 80s, Foreign input theory has been introduced in China. The theoretical research focuses on the introduction of foreign research results. The empirical research is mainly focused on the domestic English teaching field, especially the research on the teacher's language has made a lot of achievements in recent years. However, the study of conversational language with foreigners using Chinese as a second language input is weak both in theory and in practice. This study uses Selinker's interlanguage theory and Selinker's input theory to illustrate Swain's output hypothesis and Long's interaction. Hypothesis and conversational analysis theory as the theoretical basis, The field recording method was used to select 8 native speakers of Chinese (including 4 native speakers without background of teaching Chinese as a foreign language) and 16 Chinese learners with background of English as their mother tongue (primary level). Through transliteration and analysis, we basically describe the structural and functional characteristics of "conversational language with foreigners" as a second language input. The results showed that with the improvement of NNS language level, the average sentence length and the average sentence length showed an increasing trend with the increase of NNS language level.) with the improvement of NNS language level, the number of words used by NS was basically equal. Vocabulary size shows a downward trend. In the three groups of conversations, the distribution ratio of "A", "B", "C", "D" and "superclass" words are basically the same in terms of vocabulary number and vocabulary.) in the four types of question sentences in Chinese, NS is more likely to use questions of right and wrong. In the NS-NNS conversation, the topic is mostly initiated by NS. With the improvement of NNS language level, the number of topics initiated by NS-NNS is decreasing gradually. NS is the most frequently used question sentence in the choice of sentence pattern. Secondly, the declarative sentence and imperative sentence are more often used to correct the failed communication by means of confirmation verification, repetition, word explanation, implied abandonment and so on. There is a great difference in whether or not the non-background NS corrects and chooses the rectifying way. We believe that the "conversational language with foreigners" in the natural context can to some extent provide understandable input to the second language learners, and have the opportunity to guide the second language learners to correct their errors and output correct expressions. In order to improve the language proficiency of the second language learners, we hope that our findings can help the second language teachers to understand the acquisition environment of the second language learners outside the classroom, and at the same time, it can also be used in listening teaching in the second language classroom. Oral teaching, interrogative sentence teaching and classroom correction provide some enlightenment.
【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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