汉语作为第二语言的交际策略研究

发布时间：2018-04-23 09:15

本文选题：初级水平 + 交际策略　；参考：《中央民族大学》2013年硕士论文

【摘要】：在第二语言习得领域,国外交际策略研究成果颇丰,但以汉语作为第二语言的交际策略研究尚属起步阶段。本文从认知心理学的角度,以Faerch＆Kasper(1983)的交际策略分类框架作为汉语学习者交际策略分类的标准,通过访谈、故事转述等方法对学习者的交际行为进行实证调查,以描写初级水平汉语学习者交际策略的使用情况。在原貌转写304分钟的录音,得到近40000字语料的基础上,通过定量研究与定性分析统计出汉语学习者所使用交际策略的类型,再从交际任务、交际环境、文化社会等方面对影响各项交际策略的因素逐一探讨,最后将研究结果应用到教学实践中,对学习者使用频率最高、需求最大的成就策略进行教学设计。本文的研究对象为初级水平的汉语学习者,采取随机抽样的方法选择了不同母语背景的被试,使研究更具有广泛性和普遍性。通过一对一访谈和故事转述的方法,在真实、宽松的交际环境中记录、描写学习者的交际策略。研究发现,汉语学习者具有交际策略的意识,91%的策略为积极促进交际的成就策略,这也反映出汉语学习者对成功交际的需求。9%的缩减策略是影响会话氛围和交际质量的重要元素,而被试的缩减策略运用还不成熟。除了单个策略的使用外,笔者还发现汉语学习者在真实交际中有使用复合策略的情况,其使用量约为总量的10%,这也表明了学习者对多种策略供选择和调试的需求。接着本文从交际任务、交际环境、文化社会因素三方面着手逐一分析影响汉语作为第二言语各项交际策略的因素。研究显示交际任务难度系数大时被试的交际策略能被更好地激发；交际环境越真实,学习者关注意义表达时,其策略意识也更强。与英语作为第二语言的研究不同,汉语学习者由于母语多为小语种,他们使用母语策略的频率较低。在多数研究中停顿策略被忽视了,本研究中该策略使用量位居第二,这与停顿策略的泛语言特性是密不可分。除了上述因素,笔者也发现随着E-learning时代的到来,学生的求助策略已经扩展到网络、电子词典、手机App软件等领域；而副语言策略的使用中性别则成为主要的影响因素——女生更喜欢通过肢体、表情等副语言手段来克服交际障碍。结合研究发现,本文从满足学生需求和改善交际效果两方面考虑,将交际策略与教学结合。根据各小类策略使用量的排序和实践可操作,笔者提出对交际策略进行分阶段由浅入深地隐形教学,以求助策略、副语言策略和中介语策略为例进行了有针对性地教学设计。
[Abstract]:In the field of second language acquisition, there are many achievements in foreign communication strategies, but the study of communication strategies with Chinese as a second language is still in its infancy. This paper, from the perspective of cognitive psychology, takes Faerch & Kaspern's communicative strategy classification framework as the criterion of Chinese learners' communicative strategy classification, and conducts an empirical investigation on learners' communicative behavior by means of interviews, story reporting and other methods. The purpose of this paper is to describe the use of communication strategies of Chinese learners at the primary level. On the basis of the 304-minute recording of the original appearance and the acquisition of nearly 40000 word corpus, the types of communicative strategies used by Chinese learners are analyzed through quantitative and qualitative analysis, and then from the communicative tasks and communication environments, the types of communication strategies used by Chinese learners are analyzed. The cultural and social factors which affect the communication strategies are discussed one by one. Finally, the results are applied to the teaching practice to design the achievement strategies which are the most frequently used and most demanding by the learners. The subjects of this study are Chinese learners at the primary level. The subjects from different mother tongue backgrounds are selected by random sampling method, which makes the study more extensive and universal. By means of one-to-one interviews and story reporting, the learners' communication strategies are recorded and described in a real, relaxed communication environment. It is found that 91% of Chinese learners have the awareness of communicative strategies, and that 91% of the strategies are achievement strategies that actively promote communication. This also shows that the Chinese learners' demand for successful communication. 9% reduction strategy is an important element affecting the conversation atmosphere and communication quality, but the subjects' reduction strategy is not mature. In addition to the use of individual strategies, the author also finds that Chinese learners use compound strategies in real communication, which accounts for about 10% of the total, which also indicates the learners' need for multiple strategies to be selected and debugged. Then this paper analyzes the factors that affect the communication strategies of the second speech from three aspects: communication task, communication environment and cultural and social factors. The study shows that the communicative strategies of the subjects with high communicative task difficulty coefficient can be better stimulated, and the more realistic the communication environment, the stronger the learners' sense of strategy is when they pay attention to the expression of meaning. Different from the study of English as a second language, Chinese learners use their mother tongue strategies less frequently because their mother tongue is mostly a small language. In most studies, pausing strategy is neglected. In this study, the use of pauses is the second, which is closely related to the universal language characteristics of pauses. In addition to the above factors, the author also found that with the arrival of the E-learning era, students' help strategies have been extended to network, electronic dictionary, mobile phone App software and other fields; In the use of paralinguistic strategies, gender is the main influencing factor-girls prefer to overcome communication barriers by means of body, facial expression and other paralinguistic means. In combination with the study, this paper combines communicative strategies with teaching in order to meet students' needs and improve communicative effects. According to the order and practice of the usage of each kind of strategies, the author puts forward that the communicative strategies should be taught from simple to deep in stages, and the teaching design is focused on the help strategies, paralinguistic strategies and interlanguage strategies as examples.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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