初级阶段留学生语篇衔接偏误研究及教学实验

发布时间：2018-05-05 17:43

本文选题：留学生 + 初级阶段　；参考：《上海外国语大学》2013年硕士论文

【摘要】：对外汉语的教学目的是培养学习者运用汉语进行交际的能力，这种能力不单单是对词语意义的理解，更是对言语技能的掌握，因此对学习者语篇衔接能力的培养显得尤为重要。但在实际的教学过程中，语篇衔接教学的开展并不令人满意，尤其在汉语学习的初级阶段，因学习者所学知识有限，教师往往忽视语篇衔接的教学。但是，通过教学实践，笔者发现在华的初级阶段留学生常常想要表达一段话，而非孤零零的一句话，这说明初级阶段语篇衔接教学的开展是非常有必要的且应该的。笔者在查阅了语篇衔接教学的相关文献后发现，有关语篇衔接理论研究的著作及论文较多，而有关语篇衔接实践教学的却很少，即使有也多集中在中、高级的写作方面。故笔者希望通过对留学生的语篇偏误分析设计教学实验，来探索在对外汉语教学的初级阶段进行语篇衔接教学的有效途径。本论文共分五章，各章的主要内容如下：第一章为绪论，主要交代本论文的一些基本情况：1.界定了本论文的研究范围及对象，即本论文研究的“语篇”是指一段表达一个完整信息、前后连贯、具有一定表达或交流目的和功能的语言单位，而不是零星的只言片语；“初级阶段”的留学生是指在华学习过一个学期，正在进行第二学期学习的学生。2.本论文的选题缘由、理论基础、研究方法以及研究目的等。第二章为语篇衔接理论指导下的语料分析。首先回顾了语篇衔接理论的提出，我国语篇衔接理论的研究及其在对外汉语教学中的应用。然后结合实际教学中搜集到的语料进行偏误分析，找出初级阶段留学生常见的衔接偏误类型。第三章为语篇课堂教学的实验设计。在第二章的基础上，确定实验目的、对象后并对实验教学的过程及“展示——演绎——识别——重现——生成”的对策进行了详细的展示。第四章是实验测试及分析，是对第三章实验教学结果的检验。通过对实验班（A班）与其平行班（B班）期末作文中使用到的衔接手段的对比分析，证明初级阶段的语篇衔接教学可行并有效，可为中、高级阶段的汉语学习打下良好的基础。第五章是教学建议和本研究的不足。在实验的过程中，笔者发现了一些有关教材等方面的问题，在此提出个人的一些浅薄的建议，以期对汉语教学有所帮助。此外，笔者深知本实验依然存在很多不足之处，首先，样本数量太少且集中在一个学校，其代表性受到一定影响。其次，本实验选取的语料未做国籍划分，主要是针对现阶段国内汉语教学及教材不分国籍的现状。事实上，不同国籍，不同母语的学生对汉语语篇衔接手段的掌握情况是否相同是很值得研究的，但由于笔者手中语料有限，没有深入展开。再次，，限于笔者精力有限等诸多方面因素的影响，无法做到全程监控，只好节选部分环节分析实验效果，无疑会削弱实验的科学性。
[Abstract]:The purpose of teaching Chinese as a foreign language is to cultivate learners' ability to communicate with Chinese. This ability is not only to understand the meaning of words, but also to master the language skills, so it is particularly important for learners to cultivate the ability of text cohesion. However, in the actual teaching process, the development of discourse cohesion teaching is not satisfactory, especially in the initial stage of Chinese learning, because the learners have limited knowledge, teachers often ignore the teaching of text cohesion. However, through teaching practice, the author finds that foreign students in the primary stage in China often want to express a paragraph rather than a single sentence, which shows that the development of discourse cohesion teaching in the primary stage is very necessary and should be carried out. After consulting the relevant literature of discourse cohesion teaching, the author finds that there are more works and papers on discourse cohesion theory, but few on practical teaching of discourse cohesion, even if there are more on middle and advanced writing. Therefore, the author hopes to explore the effective way of discourse cohesion teaching in the primary stage of teaching Chinese as a foreign language by analyzing and designing teaching experiments on foreign students' discourse bias. This paper is divided into five chapters, the main contents of each chapter are as follows: The first chapter is the introduction, mainly explains some basic situation of this paper: 1. This paper defines the scope and object of this thesis, that is, "discourse" in this thesis refers to a language unit which expresses a complete message, coherently, and has a certain purpose and function of expression or communication, rather than a piecemeal phrase. "Primary stage" students are students who have studied in China for one semester and are studying in the second semester. The reason, the theoretical basis, the research method and the research purpose of this thesis. Chapter two is the corpus analysis under the guidance of discourse cohesion theory. Firstly, the author reviews the theory of discourse cohesion, the research of Chinese cohesion theory and its application in teaching Chinese as a foreign language. Then combining with the actual data collected in the teaching to analyze the errors and find out the common types of cohesion errors in the primary stage of foreign students. The third chapter is the experimental design of discourse classroom teaching. On the basis of the second chapter, the purpose of the experiment is determined, and the course of the experiment teaching and the countermeasures of "show-deduction-recognization-reproducing" are presented in detail. The fourth chapter is the experiment test and analysis, is the third chapter experiment teaching result test. Through the contrastive analysis of the cohesive devices used in the final composition of the experimental class (class A) and its parallel class (class B), it is proved that the teaching of textual cohesion in the primary stage is feasible and effective, and can lay a good foundation for the study of Chinese in the middle and advanced stages. The fifth chapter is the teaching suggestion and the insufficiency of this research. In the course of the experiment, the author finds some problems in teaching materials and puts forward some personal suggestions in order to help the teaching of Chinese. In addition, the author knows that there are still many shortcomings in this experiment. First, the sample size is too small and concentrated in a school, and its representativeness is affected to a certain extent. Secondly, the selected corpus is not divided into different nationalities, which is mainly aimed at the present situation of Chinese teaching and teaching materials in China. As a matter of fact, it is worth studying whether the students of different nationalities and different mother tongue have the same grasp of the cohesive devices in Chinese discourse. However, due to the limited corpus in the author's hand, there is no further development. Thirdly, limited to the influence of many factors, such as limited energy, it is impossible to monitor the whole process, so we have to select some links to analyze the effect of the experiment, which will undoubtedly weaken the scientific nature of the experiment.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

【参考文献】