对外汉语初级综合课教师指令语研究

发布时间：2018-03-20 09:17

本文选题：对外汉语　切入点：综合课　出处：《北京外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：作为教师话语的重要组成部分,指令语贯穿整个课堂教学,是教师用来组织课堂活动、执行教学计划的工具,也是学习者目的语输入的重要来源。研究教师课堂指令语对于指导教学实践有着十分重要的作用。对外汉语教学界关于教师课堂指令语的研究起步较晚,现有研究成果较少,结合课堂教学实际进行的个案研究更是匮乏,研究还不够系统和深入。本文借鉴了已有研究成果,并在此基础上,采用课堂观察、问卷调查等研究方法,对北京外国语大学中文学院进修部4位初级汉语课教师进行了总计1000分钟的课堂观察,从形式和语用两方面考察了初级阶段对外汉语教师课堂指令语使用的具体情况,并总结出无效指令的原因及有效指令的界定标准。同时,为了从学生角度考察制约教师指令语使用的影响因素,本文还进行了问卷调查。主要研究结论如下:(一)在初级对外汉语课堂上,媒介指令语总体使用频率不高,表明教师基本遵循了"目的语优先"的原则,在必须借助媒介语的情况下,混合重复性媒介指令语是最常用的,部分媒介指令语次之,完全媒介指令语使用频率最低。研究还发现,国籍对学生媒介指令语使用的态度有显著影响,日韩学生最不喜欢教师使用媒介指令语,东南亚特别是马来学生最喜欢教师借助媒介语解释指令。此外,汉语水平对于学生媒介指令语使用的态度影响显著,A班学生比B班学生更倾向语教师使用媒介语调整指令语的输入难度。(二)指令语在形式上要求简短、高效,这体现在指令语的句长和结构上。首先是句长,研究结果显示,教师指令语的句子长度以6-10个字为主,平均句长为13个字,符合初级阶段的教学实际。同时,本研究还显示,指令语的句子长度与教学内容的难度、教学对象的语言水平以及教师的教学经验值相关,学生的汉语水平越高、学习任务越复杂,指令语越长,而教学经验越丰富的教师,越倾向于使用简短的句子发出指令。其次,形式上的简短还体现在指令语大多含有一个核心动词,以单个动词的形式发出的指令语占含动词指令语中的一半以上,考虑到指令语的礼貌问题,部分指令动作以"VV、V+一下、V 一 V"等动词词组的形式发出,重叠式动词短语大多具有尝试义,有助于缓和命令语气,提高礼貌程度。此外,在初级汉语课堂上,教师指令语中常用的11个高频动词体现言语技能的最多,表明初级阶段的教学目标是以训练学生的听说读写基本语言技能为主。(三)本文还考察了教师指令语在语用方面的特征。研究表明,初级阶段汉语教师倾向于选择较为直接的指令形式,祈使句指令语的使用频率最高,约占全部课堂指令的一半左右,疑问句间接指令的使用仅次于祈使句,陈述句的使用频率相对较低。从语用策略的维度分析发现,语气最直接的"赤裸式"是祈使句中最常用的指令策略,考虑到礼貌问题,教师倾向于运用"包含式"、"缓和式"等请求策略来缓和命令语气。疑问句的"赤裸提问式"、"意见式"语用策略在初级汉语课堂上出现频率也较高,体现了教师具有一定的互动协商教学意识。根据所得研究结论,本文提出了优化教师课堂指令语的若干教学建议:初级阶段汉语教师在课堂上所使用的指令语应符合学生的汉语水平与认知水平,在保证学生能听懂的前提下尽量采用多样化的指令形式,给学生提供充足、丰富的可懂目的语输入,尽量减少媒介指令语的运用,避免无效指令。
[Abstract]:As an important part of teacher talk, language instruction throughout the classroom teaching, teachers to organize classroom activities, teaching plan is an important tool for learning source of target language input. Study on Teachers' classroom instruction language plays an important role in guiding the teaching practice. Teaching Chinese as a foreign language study on classroom instruction language the late start, the existing research results are less, a case study of the combination of classroom teaching practice is even more scarce, the study is not systematic and in-depth. Based on the existing research results, and on this basis, through classroom observation, questionnaires and other research methods, Beijing Foreign Studies University School of Chinese of 4 primary Chinese teachers a total of 1000 minutes of classroom observation, from two aspects of form and pragmatic effects of primary Chinese classroom instruction language use out The situation, and summed up the reasons of invalid instruction and effective instruction to define standards. At the same time, in order to study from the perspective of students factors affecting teacher instruction language, this paper also conducted a questionnaire survey. The main conclusions are as follows: (a) in the primary Chinese classroom instruction language, media general use frequency is not high, that the teacher follows the basic "target priority" principle, in the case of the media must use the language, mixed repetitive instructions of media is the most commonly used, part of the media instruction influenced, frequency of use of complete media instructions of the lowest. The study also found that has a significant impact on students' Media Instruction Language Nationality attitude. Most students don't love Korean teachers to use media instruction language, especially the Malay students love most Asian teachers with medium language explain instructions. In addition, the level of Chinese students for media instruction language use state The degree of influence, the difficulty of A class students than the input class B preferred language teachers to use language adjust instruction language. (two) instructions in the form of requirements for short, efficient, which is reflected in the instructions of the sentence length and structure. The first is the sentence length, the results of the study showed that teachers'directives sentences the length to 6-10 words, the average sentence length is 13 words, with the primary stage of the teaching practice. At the same time, this study also showed that the length of sentence and the teaching content of instruction language difficulty, teaching object language level and teachers' teaching experience, the higher the level of Chinese students, learning more complex tasks the longer the instruction, language, and teaching more experienced teachers, more inclined to use short sentences issued instructions. Secondly, the short form is also reflected in the instruction language mostly contains a verb, a verb form issued by the instructions for containing animal More than half of words in the language of instruction, taking into account the politeness language instruction, instruction action with "VV, V+, V and V issued a" verb phrase in the form of reduplication of verb phrases have tried righteousness, will help ease the tone of the command, improve the degree of politeness. In addition, in primary Chinese classroom 11, the most commonly used high-frequency verbs reflects the speech skills teachers'directives, suggesting that the primary stage of the teaching goal is to train students' listening reading and writing basic language skills. (three) this paper also examines the teachers'directives in pragmatic features. The study shows that the primary Chinese teachers tend to choose the more direct instruction form, imperative instructions use the highest frequency, accounting for about half of all the classroom instruction, the use of interrogative indirect instruction after the imperative sentence statement use frequency is relatively low. From a pragmatic strategy The dimension analysis found that the tone of the most direct "naked" is imperative in the most commonly used instruction strategy, taking into account the politeness, teachers tend to use "inclusive", "moderate" request strategies to mitigate the command tone. "Naked Question Questions", "opinions" pragmatic strategies the frequency is higher in primary Chinese classroom teaching, teachers have reflected the consciousness of negotiation to some extent. According to the research conclusion, this paper puts forward some teaching suggestions of optimizing classroom instruction language: the primary stage of Chinese language teachers in the classroom instruction language should be consistent with the Chinese students' level and cognitive level, in the premise of students can understand the instructions as far as possible the use of diverse forms, to provide students with adequate, rich can understand the input of target language, minimize the use of media instruction language, avoid invalid instruction.

【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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