利用输出假设促进马达加斯加学生汉语副词习得的研究
发布时间：2018-09-18 10:57
【摘要】：输出假设是由Swain（1985）提出的一个语言习得理论，重点强调语言产出在语言习得中的作用。该假设提出以来，广泛应用于第二语言教学。基于输出假设的第二语言教学方法主要是针对口语和写作课堂的应用，在课堂上应让学生多开口，精简多练，，才能促进语言能力的内化。 本研究采取实验的方法对马达加斯加学生进行了副词习得的研究，对比了传统的教学法与基于输出假设的教学法在汉语副词习得上的效果。 本文以马达加斯加塔那那利佛大学孔子学院菲亚纳兰楚阿大学教学点的2012级春季招生的40名本科生为调查对象，研究马达加斯加学生采用以输出假设指导为主的教学法习得汉语12个副词的情况。全文主要讨论两个问题： 1.基于输出假设的教学法的实验组与对照组的成绩是否有差异？ 2.马达加斯加学生在重输出前提下HSK三级水平副词习得的情况如何？其学习策略、学习态度是怎样的？ 本研究采用定量研究和定性研究相结合，通过对调查对象的前测、培训、后测、访谈过程来进行分析。研究结果表明，实验组与对照组在副词习得的成绩上有显著差异，这说明基于输出假设的教学对副词的习得有更好的效果。研究还发现，输出假设理论对学生的学习兴趣有促进作用，从而提高学生的语言水平。 本研究对汉语教学具有一定的启示，传统的第二语言教学法注重输入，尤其是在海外的汉语教学，缺乏目的语国家的语言环境，常常忽略口语交流练习。本文旨在从语言输出的角度出发为汉语学习者提供更为快捷、有效的学习方式。在语言大量摄入的基础上，更注重语言的输出。
[Abstract]:Output hypothesis is a language acquisition theory proposed by Swain (1985), which emphasizes the role of language output in language acquisition. Since the hypothesis was put forward, it has been widely used in second language teaching. The second language teaching method based on output hypothesis is mainly aimed at the application of oral and writing classes. In order to promote the internalization of language competence, students should be allowed to speak more and practice more. In this study, we conducted an experimental study on the acquisition of adverbs by Madagascar students, and compared the effects of the traditional teaching method and the one based on output hypothesis on the acquisition of Chinese adverbs. In this paper, 40 undergraduate students enrolled in spring in 2012 at the Confucius Institute of Tanarivo University in Madagascar were investigated. To study the acquisition of 12 Chinese adverbs by Malagasy students with the instruction of output hypothesis. This paper mainly discusses two issues: 1. Is there a difference between the experimental group and the control group based on output hypothesis? 2. How about the acquisition of HSK level adverbs by Madagascar students under the premise of heavy output? What are their learning strategies and attitudes? In this study, quantitative and qualitative studies were combined to analyze the process of pre-test, training, post-test and interview. The results show that there are significant differences between the experimental group and the control group in the acquisition of adverbs, which indicates that the teaching based on output hypothesis has a better effect on the acquisition of adverbs. It is also found that the output hypothesis theory can promote students' interest in learning and thus improve their language proficiency. This study has some implications for Chinese teaching. Traditional second language teaching focuses on input, especially in overseas Chinese teaching, lacking the language environment of the target language countries, and often neglecting oral communication practice. The purpose of this paper is to provide Chinese learners with a faster and more effective way of learning from the perspective of language output. On the basis of a large number of language intake, pay more attention to the output of language.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2247692
[Abstract]:Output hypothesis is a language acquisition theory proposed by Swain (1985), which emphasizes the role of language output in language acquisition. Since the hypothesis was put forward, it has been widely used in second language teaching. The second language teaching method based on output hypothesis is mainly aimed at the application of oral and writing classes. In order to promote the internalization of language competence, students should be allowed to speak more and practice more. In this study, we conducted an experimental study on the acquisition of adverbs by Madagascar students, and compared the effects of the traditional teaching method and the one based on output hypothesis on the acquisition of Chinese adverbs. In this paper, 40 undergraduate students enrolled in spring in 2012 at the Confucius Institute of Tanarivo University in Madagascar were investigated. To study the acquisition of 12 Chinese adverbs by Malagasy students with the instruction of output hypothesis. This paper mainly discusses two issues: 1. Is there a difference between the experimental group and the control group based on output hypothesis? 2. How about the acquisition of HSK level adverbs by Madagascar students under the premise of heavy output? What are their learning strategies and attitudes? In this study, quantitative and qualitative studies were combined to analyze the process of pre-test, training, post-test and interview. The results show that there are significant differences between the experimental group and the control group in the acquisition of adverbs, which indicates that the teaching based on output hypothesis has a better effect on the acquisition of adverbs. It is also found that the output hypothesis theory can promote students' interest in learning and thus improve their language proficiency. This study has some implications for Chinese teaching. Traditional second language teaching focuses on input, especially in overseas Chinese teaching, lacking the language environment of the target language countries, and often neglecting oral communication practice. The purpose of this paper is to provide Chinese learners with a faster and more effective way of learning from the perspective of language output. On the basis of a large number of language intake, pay more attention to the output of language.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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