中级阶段外国学生汉语口语的非流利现象研究

发布时间：2018-07-03 08:07

本文选题：口语流利性 + 非流利现象　；参考：《南京师范大学》2013年硕士论文

【摘要】：在对外汉语教学界,针对外国学生汉语口语的非流利现象的研究极少。本文基于语料库,采用统计和分析的方法,从定性和定量两方面对中级阶段外国学生汉语口语的非流利现象进行研究。在前人研究分类和充分分析语料的基础之上,口语的非流利现象分为停顿、添加、重复和自我修正四大类。停顿包括分句或句子中以及分句或句子分界处的停顿,分句或句子中的停顿细分为主语和谓语间的停顿、谓语动词和宾语间的停顿、谓语动词和补语间的停顿,定语和中心语间的停顿以及状语和中心语间的停顿；添加分为添加无意义的音节或音节组合、添加有意义的词或短语,添加求助性的句子以及由于生理因素而产生的添加；重复分为语素、词语、短语和分句的重复以及“拖腔”这一特例现象；自我修正包括错误修正、恰当修正和重构修正,错误修正分为错误语音、错误词汇和错误语法修正,恰当修正分为恰当调序、恰当替换、恰当添加和恰当删除修正,重构修正包括重构意义和重构形式修正。对30位处于汉语中级学习阶段的外国学生口语表达中的非流利现象进行考察后发现,添加是学生最常出现的非流利现象,其中以添加无意义的音节或音节组合的出现次数最多,此外还常添加“那个”、“还有”和“然后”这三个词或词组。学生的停顿常出现在分句或句子的分界处,而对于分句或句子中的停顿,涉及到主要成分的主语和谓语间的停顿以及谓语动词和宾语间的停顿较多。词语的重复最常出现,词语中实词的重复远多于虚词的重复,实词中以动词、代词和名词的重复居多,语素的重复均是构成词语的第一个语素的重复,短语的重复以主谓短语的重复最为常见。学生进行错误修正后的正确率很高,在错误修正中以错误词汇修正出现最多,进行恰当修正时,学生最常采用的是恰当添加修正,至于重构修正,学生对语言形式的重构远多于对意义的重构。在考察性别差异时发现,男女学生在自我修正现象上存在差异。由于女性更加追求语言的准确性,所以女生的自我修正现象要多于男生。在教学策略上,教师和学生意识上要重视非流利现象,行动上要加强流利性训练,并且教师应有意识地针对不同性别的学生进行训练。其次在口语测试中,教师应建立量化评价体系,对口语的流利性进行客观评价。
[Abstract]:In the field of teaching Chinese as a foreign language, there is little research on the phenomenon of non-fluency in spoken Chinese for foreign students. Based on the corpus, this paper studies the phenomenon of non-fluency in the spoken Chinese of foreign students in intermediate stage from the qualitative and quantitative aspects by means of statistical and analytical methods. On the basis of classifying and analyzing the corpus, the phenomenon of non-fluency in oral English is divided into four categories: pause, addition, repetition and self-correction. A pause includes a pause in a clause or sentence and at the boundary of a clause or sentence, a pause in a clause or sentence is subdivided into a pause between the subject and predicate, a pause between a predicate verb and an object, and a pause between a predicate verb and a complement. The pauses between attributive and central words, and the pauses between adverbial and central words, are divided into adding meaningless syllable or syllable combination, adding meaningful words or phrases, adding help-seeking sentences and adding due to physiological factors. Repetition is divided into morpheme, word, phrase and clause repetition and the phenomenon of "drawback"; Self-correction includes error correction, proper correction and reconstruction correction, error correction is divided into incorrect pronunciation, incorrect vocabulary and incorrect grammar correction. Proper revision includes proper ordering, proper substitution, appropriate addition and proper deletion, and refactoring includes refactoring meaning and refactoring form correction. Based on the investigation of the non-fluency in spoken language expression of 30 foreign students in the intermediate stage of Chinese learning, it is found that addition is the most common non-fluency phenomenon, and the most frequent phenomenon is the addition of meaningless syllable or syllable combination. In addition, three words or phrases, "that", "and" then "are often added. The pauses of students often occur at the boundary of clauses or sentences, but for the pauses in clauses or sentences, there are more pauses between the subjects and predicates of the main components and between predicate verbs and objects. The repetition of words is the most common, the repetition of notional words is far more than that of function words, the repetition of verbs, pronouns and nouns is the most common in notional words, and the repetition of morpheme is the first morpheme of a word. Repetition of phrases is most common in subject-predicate phrases. The correct rate of students after error correction is very high. In the error correction, the error vocabulary correction appears most frequently. When the correct correction is made, the students most often use the correct addition correction, as for the reconstruction correction, the most common way for students to correct the error correction is to add the correct correction. The students' reconstruction of language form is much more than the reconstruction of meaning. It is found that there are differences in self-correction between male and female students. Since women are more likely to pursue language accuracy, girls tend to have more self-correction than boys. In teaching strategies, teachers and students should pay attention to the phenomenon of non-fluency in consciousness, strengthen fluency training in action, and teachers should consciously train students of different genders. Secondly, teachers should set up a quantitative evaluation system to evaluate oral fluency objectively.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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