功能法与全身反应法在泰国兰拍攀尼皇家大学汉语听说技能训练中的应用研究

发布时间：2018-05-12 17:58

本文选题：功能法 + 全身反应法　；参考：《广西大学》2013年硕士论文

【摘要】：本文以泰国兰拍攀尼皇家大学汉语选修班学生为研究对象,通过问卷调查了解学习者学习汉语的动机、教学者使用的教学方法以及学与教的过程中出现的问题。调查结果分析发现该校选修班的学生汉语水平均为初级阶段,80%的学生有很强的汉语交际愿望,但仅有3%的学生具备较为理想的汉语交际能力。吕必松先生提出,汉语的语言技能包括听、说、读、写四种能力,更好地学习汉语必须要经过这些分技能专门的训练。在汉语听说读写四项语言技能中,听、说是最直接的汉语交际活动,那么通过一种有效的教学法来着重培养学生的听、说技能是兰帕攀尼皇家大学的汉语选修课教学中的侧重点,这也是学生汉语学习过程中迫切需要解决的问题。如何掌握语言的知识与技能,解决学生在汉语交际过程中遇到的问题,提高学生的交际能力成为国内外学者们争相研究的内容。功能法(Functional Approach)又叫交际法(Communicative Approach)或意念法(Notional Approach),是一种以语言交际的内容为中心,以达到实际交际能力为目标教学方法。该方法能够为对外汉语教学中的内容提供诸多的补充和帮助。全身反应法(Total Physical Response简称TPR)是一种通过动作来学习语言的方法。主要针对学生听觉、触觉、嗅觉等多种感官的刺激训练,以此为教学方法确定教学课堂中教法模式来解决汉语初级学生学习过程中出现的相关困难。很多学者对这两种教学法都有很好的研究,笔者据在泰国兰拍攀尼皇家大学汉语教学实习的实践经验,发掘这两种方法有着优势共存,劣势互补的特点。因此,柔和这两种方法,是指更好运用在对外汉语教学中,必然具有作用和价值。在以上研究的基础上,笔者通过运用全身反应教学法和功能法的相结合,针对泰国兰拍攀尼皇家大学汉语选修课学生的听、说能力的训练提出一些对策和建议,必然对实际的汉语教学提供经验参考。
[Abstract]:In this paper, the students of the Chinese elective class of the Royal University of Panxi in Thailand are studied. The motivation of learning Chinese, the teaching methods used by the learners and the problems in the process of learning and teaching are investigated through a questionnaire survey. The results of the investigation show that the students in the elective class are in the primary stage of the students and 80% of the students are in the primary stage. A strong desire for Chinese communication, but only 3% of the students have ideal Chinese communicative competence. Mr. Lv Bisong proposed that the language skills of Chinese include four abilities: listening, speaking, reading and writing. Better learning Chinese must be trained by these skills. Of the four language skills, listening, speaking, reading and writing in Chinese, listening, speaking, is the most direct The Chinese communicative activity, then through an effective teaching method, emphasizes the training of students' listening and speaking skills is the emphasis in the Chinese elective course of the Royal University of LAN Panxi. This is an urgent problem to be solved in the course of students' Chinese learning. How to master the knowledge and skills of the language and solve the students' encounter in the process of Chinese communication The problem of improving students' communicative competence has become a hot topic both at home and abroad.
Functional Approach (Functional Approach) is also called the Communicative Approach (Communicative Approach) or ideation (Approach). It is a teaching method based on the content of language communication to achieve the actual communicative competence. This method can provide a lot of supplement and help for the internal capacity of teaching Chinese as a foreign language. The whole body reaction (Total Physi) method (Total Physi). Cal Response, referred to as TPR), is a method of learning language through action. It mainly aims at the students' auditory, tactile, smell and other sensory stimulation training. In this way, the teaching method is used to determine the teaching method to solve the difficulties in the learning process of Chinese junior students. Many scholars have very much on these two teaching methods. Good research, according to the practical experience of the Chinese teaching practice in the Royal University of Panxi in Thailand, the author finds that these two methods have the advantages of coexistence and inferiority complementation. Therefore, the two methods of softness means that the better use of these methods is of necessity and value in teaching Chinese as a foreign language.
On the basis of the above research, the author, through the combination of the general reaction teaching method and the function method, puts forward some countermeasures and suggestions for the training of students' listening and speaking ability in the Chinese elective course of the Royal University of Panxi in Thailand, which is bound to provide a reference for the actual Chinese teaching.

【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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