泰国小学生对汉语教师体态语符号接收效果研究

发布时间：2018-08-30 09:28

【摘要】：本文研究的是泰国初级阶段的小学生对教学课堂中对外汉语教师体态语的接收效果。笔者主要通过问卷调查的方式,结合课堂观摩、汉办示范课视频分析以及简要有针对性的后续访谈等方法实施调研。本文分为四个部分：第一部分为引言,简要介绍选题的缘起,研究目的与意义、研究方法及相关研究综述。选题缘起于在泰国的实践活动。本文采用的研究方法主要有文献研究法、田野研究法、问卷调查法。研究综述视角为体态语本体研究和教师体态语研究两方面。第二部分为对外汉语教师体态语概述,针对对外汉语教师体态语的定义、分类与特征这三方面结合汉办示范课视频进行了论述。综合前人研究成果,笔者认为体态语是在交际过程中,由人的面部表情、头部动作、手势、身势、体距、体触以及服饰等组成的非语言符号系统,它具有传播态度与情绪、辅助语言传播和代替语言的基本功用。在此基础上,所谓对外汉语教师体态语是在对外汉语教师在课堂环境中,教师的面部表情、头部动作、手势、身势、体距、体触以及服饰组成的非语言符号系统。本文以贝罗模型的通道分类理论为依据,综合舍雷尔和泰勒的分类法,以学生受刺激的器官和信息接收途径为分类标准,把体态语分为视觉通道的体态语和触觉通道的体态语这两大类。其中,视觉通道的体态语包括表情语、目光语、手势语、身势语、体距语、服饰语六类,触觉通道的体态语主要指体触语。在论述对外汉语教师体态语分类的过程中,结合汉办示范课视频进行了举例分析。教师体态语作为教育传播中的一个符号系统,具有以下三种功能：传播态度与情绪、辅助语言传播和代替语言。这一部分,主要是阐述整个研究的理论支撑,并在理论分析中结合汉办教师的实践分析,力求有理有据,图文并茂。第三部分是体态语接收效果调查问卷的设计及结果分析,通过对资料和数据的收集整理与分析,得出相关结论,并针对调查结果对教师提出了几点建议：培养与加强使用体态语的意识、规范使用体态语、及时评价和反馈、注意跨文化语境。建议中的前三个方面是三个环节,是一个动态的、发展的过程。这一个动态发展的过程是在跨文化语境中完成的,因此也需要注意跨文化语境。在这一部分,笔者力求整个调查工作的完整性与真实性,结合被试学生及其所在学校的实际情况进行了调查结果分析。第四部分是笔者对在对外汉语初级课堂中教师体态语应用的经验,以第一手资料为基础作了个人总结。第五部分是结语,对本文研究结论作了一个简短的总结。绝大部分学生认为,教师的微笑能营造一个轻松的课堂环境,教师的表情传达的情绪会影响学生上课的情绪,在学拼音时看教师的嘴型对自己学习有帮助。教师的目光语有很强的课堂控制作用,超过七成的学生认为与教师发生目光接触后会更认真听课。绝大部分被试认为教师的手势对他们学习拼音有帮助,对理解上课内容有影响；教师发出保持安静的指令时,他们更接受直接用语言,而不是手势。大部分学生会注意教师在课堂上的站姿和行姿,对教师的沉默也能理解。教师授课时背对学生、坐着授课时,学生容易注意力分散；六成学生表示,教师与学生的距离远近不会影响自己在课堂上的表现。绝大部分被调查者对教师的发型、配饰关注度不高,半数学生对服饰中具有中国特色的代表性服饰旗袍的关注度很高。学生喜欢教师穿旗袍,并认为教师穿旗袍上课会提高自己听课的热度。近七成学生不能接受课堂教学中发生的诸如教师拍自己肩膀之类的体触。
[Abstract]:This paper focuses on the effect of Thai primary school students'acceptance of TCSL teachers' body language in the primary stage of teaching Chinese as a foreign language. In the introduction, the author briefly introduces the origin of the topic, the purpose and significance of the study, the research methods and the related research summary. The topic originates from the practice in Thailand. The research methods used in this paper are mainly literature research, field research, questionnaire survey. The research perspective is body language ontology research and teacher body language research. In this part, the author summarizes the body language of teachers of Chinese as a foreign language, and discusses the definition, classification and characteristics of body language of teachers of Chinese as a foreign language. On this basis, the so-called body language of TCSL teachers is a non-language system composed of teachers'facial expressions, head movements, gestures, gestures, body distance, body touch and clothing in the classroom environment. Based on the channel classification theory of Baylor model, this paper synthesizes the classifications of Sherrell and Taylor, and classifies body language into two categories: the visual channel body language and the tactile channel body language. Light language, gesture language, gesture language, body distance language, costume language six categories, tactile channels of the body language mainly refers to the body language. In the process of discussing the classification of Chinese teachers'body language, combined with the video of the Chinese-run demonstration class for example analysis. This part mainly elaborates the theoretical support of the whole study, and combines with the practical analysis of Chinese teachers in theoretical analysis, striving to be well-founded and well-illustrated. The third part is the design and result analysis of the questionnaire on the effect of body language reception, through the collection and collation of data and data. The first three aspects of the proposal are three links, a dynamic and developing process. In this part, the author tries to make the whole investigation complete and authentic, combining with the actual situation of the students and the school where they are. The fourth part is the author's application of body language in the primary classroom of TCSL. The fifth part is the conclusion. Most students think that teachers'smiles can create a relaxed classroom environment. Teachers' emotions conveyed by their expressions can affect students'mood in class and look at the teacher's mouth when they learn Pinyin. Teachers'eye language has a strong effect on classroom control. More than 70% of the students think that they will listen more carefully after eye contact with teachers. Most of the subjects think that teachers' gestures are helpful for them to learn Pinyin and have an impact on their understanding of the lesson. When teachers give instructions to keep quiet, they will listen more closely. Most students pay attention to the teacher's standing and walking posture in class, and they can understand the teacher's silence. Students like to wear cheongsam, and think that teachers wearing cheongsam will increase their enthusiasm for class. Nearly 70% of students can not accept what happens in class, such as teachers patting themselves. Touch your shoulders or something like that.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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