外国汉语学习者的汉语水平及其汉语语用能力的关系
发布时间：2018-10-22 08:34
【摘要】：本论文旨在探讨中国环境下以汉语为外语的外国学习者的汉语水平及其中介语语用能力之间的关系，揭示不同水平的汉语学习者在言语行为（请求，，拒绝和道歉等）、惯例用语、会话含义三个成分的语用能力是否有差异，并尝试解释该结果。共90名三组不同汉语水平的外国汉语学习者参加了一次包含以上三个语用成分的语用测试。结果显示汉语水平最高的一组外国学生在所有的三个成分上的平均分都是三组中最高的，三组不同汉语水平的外国汉语学习者在会话含义和言语行为上的语用能力都有显著差异，但在惯例用语环节的测试中只有高水平组和低水平组之间存在显著差异。这一结果表明外国汉语学习者的语用能力的不同成分的发展不平衡；语言水平的发展对语用能力的发展有影响，但不起决定作用。外语学习者的中介语语用能力的发展是多方面因素共同作用的复杂的过程。 为解释该结果，研究者对参加本研究的所有外国的汉语学习者进行了问卷调查，调查他们在对语用能力的发展有影响的其他因素方面的情况，并对三个不同水平组的学生进行了非正式的访谈。结果表明，这三组学生在汉语语用方面接受的老师的授课情况和语言的输入情况都大不相同。其中中等水平的学生受到在课堂上关于语用知识的输入比其他两个组更多。学生的汉语老师们在课堂内的教学内容和教学方式上的差异很大程度上影响着学生中介语语用能力发展的方向和进程。
[Abstract]:The purpose of this study is to explore the relationship between Chinese proficiency and interlanguage pragmatic competence of foreign learners using Chinese as a foreign language in China, and to reveal the conventional language expressions of Chinese learners at different levels in speech acts (request, refusal, apology, etc.). Whether there are differences in pragmatic competence among the three components of conversational implicature and try to explain the result. A total of 90 foreign Chinese learners with different levels of Chinese took part in a pragmatic test. The results showed that the average scores of the three components of the foreign students with the highest proficiency in Chinese were the highest among the three groups. There are significant differences in the pragmatic competence of the three groups of foreign Chinese learners in conversational implicature and speech act, but there are only significant differences between the high level group and the low level group in the test of routine language use. The results show that the development of different components of pragmatic competence of foreign Chinese learners is not balanced, and the development of language proficiency has an impact on the development of pragmatic competence, but it does not play a decisive role. The development of interlanguage pragmatic competence of foreign language learners is a complex process of multiple factors. To explain the results, the researchers conducted a questionnaire survey among all foreign Chinese learners who participated in the present study, and investigated their information on other factors that had an impact on the development of pragmatic competence. The students of three different level groups were interviewed informally. The results show that the teachers' teaching and language input are very different in the three groups. The middle-level students received more input of pragmatic knowledge in the classroom than the other two groups. To a great extent, the differences in the teaching content and teaching methods of Chinese teachers in the classroom affect the direction and process of the development of students' interlanguage pragmatic competence.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
[Abstract]:The purpose of this study is to explore the relationship between Chinese proficiency and interlanguage pragmatic competence of foreign learners using Chinese as a foreign language in China, and to reveal the conventional language expressions of Chinese learners at different levels in speech acts (request, refusal, apology, etc.). Whether there are differences in pragmatic competence among the three components of conversational implicature and try to explain the result. A total of 90 foreign Chinese learners with different levels of Chinese took part in a pragmatic test. The results showed that the average scores of the three components of the foreign students with the highest proficiency in Chinese were the highest among the three groups. There are significant differences in the pragmatic competence of the three groups of foreign Chinese learners in conversational implicature and speech act, but there are only significant differences between the high level group and the low level group in the test of routine language use. The results show that the development of different components of pragmatic competence of foreign Chinese learners is not balanced, and the development of language proficiency has an impact on the development of pragmatic competence, but it does not play a decisive role. The development of interlanguage pragmatic competence of foreign language learners is a complex process of multiple factors. To explain the results, the researchers conducted a questionnaire survey among all foreign Chinese learners who participated in the present study, and investigated their information on other factors that had an impact on the development of pragmatic competence. The students of three different level groups were interviewed informally. The results show that the teachers' teaching and language input are very different in the three groups. The middle-level students received more input of pragmatic knowledge in the classroom than the other two groups. To a great extent, the differences in the teaching content and teaching methods of Chinese teachers in the classroom affect the direction and process of the development of students' interlanguage pragmatic competence.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
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