汉语初级口语课堂的会话分析

发布时间：2018-11-20 09:01

【摘要】：课堂教学是第二语言教学结构中四大环节的中心环节，是学生学习和掌握目的语最主要的场所。第二语言课堂上，语言既是教学的目的，也是教学的媒介。学生在课上除了学习语言知识，还通过与老师的话语交流学习如何用目的语进行交际，继而达到语言学习的最终目标。因此，教室里的一切言语行为对学生习得目的语有直接的影响。本文以深入了解语言课堂为出发点，采用会话分析的研究方法对对外汉语初级口语课进行了描写和分析。首先，通过对真实课堂的观察和录音收集语料，然后进行转写。在转写过程中，发现课堂会话的特点并对其进行分析。因为课堂会话是老师和学生话语共同组成的，而且，师生的互动往往更能为语言学习提供机会。所以，本文集中关注老师和学生之间的语言交流。为了更充分地展现语料和研究思路，本文从结构和内容两方面入手分析课堂会话。在结构分析方面，参考了会话分析中的话轮转换理论，把语料中的话语重叠现象分为五类，把课堂会话中出现的空格按不同时长和出现的位置分为六类，从分析两种现象出现的原因和纠正措施，深入认识师生在课堂上不一样的角色和地位，并发现课堂会话在话轮转换上的特点。在内容分析方面，借鉴了第二语言习得研究一些关于师生互动模式的研究成果，对语料中的意义协商行为和教师更正性反馈进行了描写并对其产生的效果进行分析。研究发现语料中的意义协商行为并不一定都能增加学生输入或输出的可理解性，尤其是理解核实，老师明显掌控意义协商的主动权。所以，即使是学生发起的意义协商行为，最后是否达到目的还是取决于老师。另外，本文对语料中教师更正性反馈出现的不同课堂情境，，发现六种手法各有不同的分工。但在研究更正效果时，却发现老师运用得最多的重述并没有在实现更正话步这一方面有显著的效果。通过对课堂会话的仔细分析，本文得出不少在转写前没有预料到的研究成果。虽然语料收集规模不足以代表对外汉语口语课堂的普遍面貌，但对于了解语言课堂的运作和在下一步进行课堂话语与第二语言习得的相关研究有一定的参考作用。
[Abstract]:Classroom teaching is the central link of the four links in the second language teaching structure and the most important place for students to learn and master the target language. In the second language classroom, language is not only the purpose of teaching, but also the medium of teaching. In addition to learning language knowledge, students also learn how to communicate with the target language through the exchange of words with the teacher, and then achieve the ultimate goal of language learning. Therefore, all speech acts in the classroom have a direct impact on the acquisition of the target language. This paper describes and analyzes the primary oral Chinese as a foreign language course with the help of conversational analysis. First of all, through the observation and recording of the real class to collect the corpus, and then to transfer. In the process of transliteration, the characteristics of classroom conversation are found and analyzed. Because classroom conversation is composed of teacher and student utterance, the interaction between teachers and students often provides more opportunities for language learning. Therefore, this paper focuses on the language exchange between teachers and students. In order to more fully display the corpus and research ideas, this paper analyzes the classroom conversation from two aspects: structure and content. In the aspect of structure analysis, referring to the theory of turn-around transformation in conversational analysis, we divide the phenomenon of discourse overlap into five categories, and divide the spaces in classroom conversation into six categories according to the different time and position. Based on the analysis of the causes of the two phenomena and the corrective measures, this paper makes a deep understanding of the different roles and positions of teachers and students in the classroom, and finds out the characteristics of classroom conversation in the turn of conversation. In terms of content analysis, this paper draws lessons from some research results on teacher-student interaction model in second language acquisition, describes the meaning negotiation behavior and teachers' corrective feedback in the corpus and analyzes its effect. It is found that the behavior of meaning negotiation in the corpus does not always increase the comprehensibility of the input or output of the students, especially the understanding and verification, and the teacher obviously controls the initiative of meaning negotiation. Therefore, even if the student initiated a meaningful negotiation, whether or not to achieve the goal or not depends on the teacher. In addition, different classroom situations of teachers' corrective feedback in the corpus are found to have different division of labor. However, when we study the correction effect, we find that the restatement, which is used most by the teacher, does not have significant effect in the realization of corrective steps. Through careful analysis of classroom conversation, this paper draws a lot of unexpected research results before transposing. Although the scale of corpus collection is not sufficient to represent the general appearance of spoken Chinese as a foreign language classroom, it is useful for understanding the operation of the classroom and for further research on classroom discourse and second language acquisition.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3

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