国外初级汉语课堂教学中教师话语对学生汉语输出的影响

发布时间：2018-05-04 10:55

本文选题：对外汉语教学 + 教师话语　；参考：《兰州大学》2013年硕士论文

【摘要】：本文是在以促进学生语言输出为目的的教师话语研究,主要探讨教师基本话语、提问、反馈和协商等四个方面对学生的口语输出的影响。全文分为四个部分。绪论主要介绍笔者的研究背景和文献综述：国外汉语教学属于非目的语环境教学,汉语学习者只有课堂能够提供给他们唯一的汉语实践机会。这是影响国外汉语学习者与国内留学生汉语水平差距的重要因素。因此,本研究旨在教师能有效利用自身话语,促进课堂上学习者对汉语的输出。笔者将通过对格鲁吉亚中小学汉语课堂的调查以及课堂实例,对初级汉语课堂上教师话语的有效性以及相应学习者的输出状况进行分析。并且,笔者查阅参考的期刊文献进行了归类概述,一是教师话语与学生输出的关联研究,二是促进学生语言输出的具体相关策略研究,三是课堂互动中的语言输出研究。第一章为该论文的理论依据和现实问题分析。理论基础部分中针对教师话语和学生的语言输出以及两者的关联,对信息加工理论、二语习得理论、言语行为理论以及话语分析理论进行了简述。其中,Krashen的可理解输入假设,Swain的输出假设以及Long的交互理论是本文的核心理论,话语分析理论则是笔者用以实证研究的主要理论依据。其次,分析了非目的语环境教学中汉语输出的现实问题,主要以格鲁吉亚的教学实践为例。第二章为研究的主体部分。又分为基本话语、提问、反馈以及协商四个部分,分别探讨了四个类型的教师话语对影响学生语言输出的影响。在理论论述的同时加入了语料分析和实例调查,使研究与笔者实际的教学情况相结合,能够用以启发和引导对国外初级汉语课堂的教学思路。结论部分从总体上回顾了此次的研究成果。并且对教师话语得以发挥作用的条件进行了补充,还提出了相关的教学建议。
[Abstract]:This paper is a teacher discourse study aimed at promoting students' language output. It mainly discusses the effects of teachers' basic discourse, questioning, feedback and negotiation on students' oral language output. The full text is divided into four parts. The introduction mainly introduces the author's research background and literature review: foreign Chinese teaching belongs to non-target language environment teaching, Chinese learners can only provide them with the only opportunity to practice Chinese. This is an important factor affecting the gap between foreign Chinese learners and foreign students. Therefore, the purpose of this study is to promote the learners' output of Chinese in the classroom. The author will analyze the effectiveness of teacher talk and the output of corresponding learners in primary Chinese classroom through the investigation of Chinese classroom in Georgian primary and secondary schools and classroom examples. In addition, the author makes an overview of the periodical literature that the author refers to. One is the research on the relationship between teacher talk and student output, the other is the research on specific strategies to promote the students' language output, and the third is the study of language output in classroom interaction. The first chapter is the theoretical basis of the paper and the analysis of practical problems. In the theoretical foundation part, the author briefly introduces the theories of information processing, second language acquisition, speech act and discourse analysis in view of the relationship between teacher discourse and students' language output. Among them, the intelligibility input hypothesis and Long's interaction theory are the core theories of this thesis, and discourse analysis theory is the main theoretical basis for empirical research. Secondly, this paper analyzes the practical problems of Chinese output in non-target language environment teaching, mainly taking Georgia's teaching practice as an example. The second chapter is the main part of the study. It is divided into four parts: basic discourse, questioning, feedback and negotiation. It discusses the influence of four types of teacher talk on students' language output. At the same time, the author adds corpus analysis and case investigation to the theoretical discussion, which combines the research with the author's actual teaching situation, and can be used to enlighten and guide the teaching ideas of foreign primary Chinese classes. The conclusion part reviews the research results in general. It also supplements the conditions under which teacher talk can play a role, and puts forward some relevant teaching suggestions.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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