语篇视角下的中级汉语口语教材编写分析

发布时间：2018-03-07 04:08

本文选题：语篇　切入点：衔接　出处：《吉林大学》2013年硕士论文　论文类型：学位论文

【摘要】：随着我国综合国力的日益提高，我国的国际地位也有了显著的提升，近年来在世界上掀起了一阵“汉语热”，在对外汉语教学中，针对学习者的汉语基础和水平，将学习者分为了初，中，高三个级别。其中中级汉语学习者的水平处于三个级别中的中间阶段，虽然掌握了基本的语法知识，积累了一定的词汇量，相比于初级学习者来说，组词造句都已经更熟练，但是在大段大段的中文的表达时，却仍然会出现这样那样的问题，1根据马明艳在《面向对外汉语教学的汉语语篇研究》中，对中级汉语学习者的语料进行偏误分析，发现中级汉语学习者无论是书面还是口头表达都会犯大量语篇衔接的错误。例如：“去年六月，我从韩国到中国上海机场，可没有人接我来。此时，我带着像40公斤的米袋儿似的行李辛辛苦苦地坐汽车到绍兴”。“我现在再看当时的照片，我的口边带着笑容，多么美好的时光啊！这一天给了我难忘的回忆。”这两个句子都是时间指称用错，在以回忆的视角叙述以前发生的事情，所以“此时，这一天”明显用错。还有比如“那时候，她说她想学韩语，我当时高兴的不得了，因为一直想找一个中国朋友，那时候，立刻就答应她了”“这里韩国的生活被时间所驱使，该做的事情也很多，我要休息一会儿，但是最近不可能。”这两个例子分别是时间指称和地点指称的重复，使得表达显得非常的Up嗦1。通过对中级汉语学习者语篇衔接方式运用偏误表现的考察，2马明艳得出一个重要结论：即汉语学习者语篇能力的提高不是自然习得的，，不是通过掌握了一定的词汇量和基本的语法知识就能显著提升的。需要进行专门的教学和训练2。而纵观我国现行对外汉语口语教材，对于语篇的训练在中高级才出现一些，而且不是系统的设置出来，是和其他考察杂糅在了一起，这样下去，对于提高对外汉语教学效率，加快提升汉语学习者的表达能力，没有任何益处，只会耽误。所以针对语篇教学，对于现行教材的编写及时提出合理化的建议，是十分必要的。本文选取了对外汉语中级口语教材为研究对象，从语篇分析的角度，对教材中课文里语篇衔接要素的分布情况进行统计和分析，并且分析了课后练习的编写设置，.同时肯定了部分教材通过在课后练习中添设语气朗读和音调辨别的题目。重视语音教学的做法，因为语音清晰，语气正确，也是构成语篇形式上连贯的重要因素。在分析教材的过程中，本文提出了希望教材单独列出课文作为教授语篇衔接知识的例文，在衔接处加上标记，并给予详细的解释，让学生对语篇衔接手段有一个直观的印象，理性的认知。同时配合大量的成套练习，从利用语篇完型填空来考察词义关系的衔接方式，到考察具有逻辑关系衔接作用的连词和固定格式的利用下列词语完成对话形式，再到在题干中清晰标明“尽量多使用各种衔接方式”并给出例句的成段表达练习，都可以让学生更好的得到语篇能力的锻炼。
[Abstract]:With China's overall national strength increasing, China's international status has been significantly improved in recent years in the world set off a "Chinese fever", in foreign language teaching, for learners of the Chinese and the level of learners will be divided to early, high intermediate level. The level of Chinese learners in the middle stage of three levels, although master basic grammar knowledge, accumulated a certain amount of vocabulary, compared to the primary learners, words are more skilled, but in a large section of the Chinese expression, but still appear such problems 1, according to Ma Mingyan for teaching Chinese as a foreign language in the Chinese text of < >, the error analysis of intermediate Chinese learners of intermediate Chinese learners' corpus, found either in written or oral form can make a lot of Cohesion Errors For example: "last June, I Chinese to Shanghai airport from South Korea, but no one to meet me. At this time, I took like 40 kilograms of rice like luggage cart by car to Shaoxing." "I look at pictures at that moment, I smiled, what a wonderful time ah! This day gave me unforgettable memories." the two sentences are wrong that occur in the past time, narrative perspective with memories of things, so at this time, this day "obviously wrong. For example," at that time, she said she would like to learn Korean, I was happy no, because I want to find a friend China, at that time, immediately promised her "this is life in South Korea by time driven, there are many things to do, I have to rest for a while, but recently impossible. Two examples of this are the time and place of the alleged repeated allegations, which The expression of Up is very long winded 1. through the study of the Chinese intermediate cohesion means of error performance of the 2, Ma Mingyan draws an important conclusion that the Chinese learners' discourse ability is not natural acquisition, not by mastering a certain vocabulary and basic grammar knowledge can significantly enhance the need. The special teaching and training of 2. in China's current foreign language textbooks of spoken discourse, for training in the senior to some, but not the system set out, and the other is study mixed together, like this, for improving the efficiency of teaching Chinese as a foreign language, to speed up the promotion ability to express Chinese learners. There is no benefit, will only delay. So in the discourse teaching, for the preparation of textbooks timely put forward reasonable suggestions, is very necessary. This paper selects the foreign language Level of oral English textbooks as the research object, from the perspective of discourse analysis, statistics and analysis of the teaching materials in the text cohesion factor distribution, and analysis of the writing set, after-school practice. At the same time will certainly part of the textbooks by reading set tone in the after-school practice and pitch discrimination problem. Pay attention to pronunciation teaching because, clear voice, tone, constitute an important factor in forms of discourse coherence. In the analysis of teaching materials, teaching materials are presented in this paper to separate lists of texts as professor of cohesion knowledge samples, labeled in connection with, and give a detailed explanation, let the students have an intuitive the impression of cohesion, rational cognition. At the same time with a large number of sets of exercises, from the use of textual cohesion way cloze test to examine the semantic relation, to examine the logical links for Using conjunctions and fixed forms to complete dialogue forms by using the following words, and then clearly marking "using as many ways as possible" and giving examples of segmental expression exercises in the questions, all of them can enable students to get the exercise of discourse ability better.

【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.4

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