美国华裔初级学生汉语口语能力案例研究

发布时间：2018-05-20 17:36

本文选题：国际汉语教育 + 语言能力　；参考：《华东师范大学》2013年硕士论文

【摘要】：现如今,华裔学生这一群体在国际汉语教育中已逐渐引起了各方学者及教师的关注,特别是在美国,不少大学纷纷开设了针对华裔学生的中文班。近二十年来也有一些研究专门针对华裔学生群体,但就华裔初级学生这一群体的研究尚属空白。华裔初级学生在人们的印象里总是“能说话,是文盲”。但是,当笔者真正接触到这一群体的中文教学后,却发现对于“能说话”这一定义值得重新探讨,这就一改之前对华裔学生只重读写而轻听说的汉语教学观念。华裔初级学生的汉语口语能力究竟达到了什么程度?与非华裔学生有着怎么样的差别?他们能够运用汉语完成什么样的语言任务或话题?在表达中准确度、复杂度与流利性又是怎样的?这才是本次研究的初衷及目的。因而,笔者就以赴美国俄勒冈大学授课的亲身经验,将所教授的美国华裔学生为研究对象,采用案例研究的方法,对他们的汉语口语能力进行定性与定量的分析。研究所采用的语料均来自于五位华裔初级班学生在五次口语访问的录音、录像材料,并经过笔者剪辑及转写。笔者主要借鉴了Bachman的语言能力模型与ACTFL的评估框架,从任务功能、内容情境、准确度及篇章类型来衡量华裔学生的口语能力。通过罗列、归纳的方法,统计出华裔学生在不同话题情境下,语言任务的完成情况及所输出的篇章程度；采用数据统计及偏误分析的方法,考察语量与语速、语音、词汇、语法及交际策略。研究最终发现,华裔初级学生的口语语言水平已经达到了众多语言标准所设定的中级水平,个别学生能够达到或接近高级水平。他们已经具备了一定的语用能力,能够胜任中等难度且具体的语言任务,并且能够自如地应对与日常生活相关的众多话题,但对于概括性、抽象性的话题内容表现明显下降。对于中等难度的话题,基本能够维持在成句表达之上,但句与句间不一定有连贯。他们的语篇连贯能力比较薄弱。在语言准确度、复杂度与流利性方面,他们的语音面貌、词汇使用、句法结构受学生母语(方言)的影响非常大。由方言与汉语普通话差异造成的偏误时有发生。同时,词汇量较大,词汇覆盖面较广,口语词运用也比较丰富,但是语法掌握欠佳,句式结构过于简单。能够在对话中灵活应用多种交际策略。有部分学生语速达到母语使用者的正常语速,而其余则多有停顿。
[Abstract]:Nowadays, Chinese students have attracted the attention of scholars and teachers in international Chinese language education, especially in the United States, many universities have opened Chinese classes for Chinese students. In the past two decades, some studies have been focused on the Chinese students, but the research on the primary Chinese students is still blank. Chinese junior students are always perceived as "able to speak and are illiterate". However, when the author really came into contact with the Chinese language teaching of this group, he found that the definition of "can speak" is worth discussing again. This is to change the Chinese teaching concept that Chinese students only pay attention to reading and writing but not listening and speaking. To what extent has the Chinese language spoken ability of the Chinese junior high school students reached? What's the difference with non-Chinese students? What language tasks or topics can they accomplish in Chinese? What is the accuracy, complexity and fluency of expression? This is the original intention and purpose of this study. Therefore, the author makes a qualitative and quantitative analysis of the oral Chinese language ability of the Chinese American students who have been taught at the University of Oregon in the United States, using the method of case study. The language materials used in the study were recorded and recorded by five Chinese junior class students in five oral interviews and edited and transposed by the author. The author mainly uses Bachman's language competence model and ACTFL's evaluation framework to evaluate the oral ability of Chinese students from the aspects of task function, content situation, accuracy and text type. Through the method of listing and inducting, we can find out the completion of language task and the degree of output of Chinese students in different topic situations, and use the methods of data statistics and error analysis to investigate the quantity and speed of speech, pronunciation, vocabulary, etc. Grammar and communication strategies. Finally, it is found that the oral language proficiency of Chinese junior students has reached the intermediate level set by many language standards, and individual students can reach or approach the advanced level. They already have certain pragmatic competence, can be competent for medium difficulty and specific language tasks, and can deal with many topics related to daily life freely, but for generality, abstract topic content performance obviously decline. For the topic of medium difficulty, it can be maintained on the basis of sentence expression, but there is not necessarily coherence between sentence and sentence. Their ability of discourse coherence is relatively weak. In terms of language accuracy, complexity and fluency, their phonological features, vocabulary usage, and syntactic structures are greatly influenced by the students' native language (dialect). Errors caused by differences between dialects and Mandarin occur from time to time. At the same time, the vocabulary is large, the vocabulary coverage is wide, the spoken word is rich, but the grammar is not good enough, the sentence structure is too simple. Be able to use a variety of communication strategies flexibly in dialogue. Some of the students reached the normal speed of their native speakers, while others stopped.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】