面向口语测试的韩国学生汉语口语教学研究
发布时间：2018-10-14 17:20
【摘要】：因中韩贸易的扩大，中文成为韩国学生学习的最重要的外语之一。与中文相关的研究也从中国的文化与语法的理论性研究渐渐变化到提高中文口语能力的实践性方向。但是，实际上的中文口语课堂中并没有反映出这样的变化。因此，笔者认为现在韩国的中文口语教育中存在一些问题，并设定了以下研究问题。 第一，现在韩国以汉语言文学专业大学生为对象的中文口语课中会出现的一般性问题是什么？会对中文口语课产生影响的重要的因素是什么？第二，为了解决中文口语课出现的问题，最为合适的中文会话的教学策略是什么？为此，笔者以韩国几所大学汉语言文学专业的大学生为对象进行了韩国学生中文口语学习情况的调查，对存在的问题进行分析，，希望有助于消除在中文口语课堂中实际出现的问题。通过研究以汉语言文学专业大学生为对象的调查结果，我们可以看到韩国学生说中文所碰到的最大的问题表现在说中文的环境不足。也就是说，偏重于理论或文化讲座的中文口语课堂的形式无法有效果的提高学生们的中文口语能力。如果在外语教程中可以说口语的话，会增加说话量，也可以学会自己描述。但是在口语表达中，说话者一个一个考虑词语并将此根据语序说出来的顺次性描述方式是妨碍自然的说口语中的重要因素。最重要的是形成中文的“脑构造”，也就是把想要描述的内容不是以词语而是以句子的形式马上展现出来。这样不仅需要集中背诵词语，还要学习根据情况而需要的基本会话模式，并使用这些模式来表达。 中文口语课程不仅需要长期且持续性的练习，而且有效果的课堂指导方案要通过实际课堂模拟来作为将课堂修正并完善的努力基础。希望此论文能够对韩国学生提高中文口语能力有所帮助，也希望对参加TSC4级以上考试的学生有所帮助。
[Abstract]:Due to the expansion of Sino-Korean trade, Chinese has become one of the most important foreign languages for Korean students. Chinese-related studies have gradually changed from the theoretical study of Chinese culture and grammar to the practical direction of improving spoken Chinese ability. However, in fact, the spoken Chinese classroom does not reflect such a change. Therefore, the author thinks that there are some problems in oral Chinese education in Korea, and sets the following research questions. First, what are the general problems in oral Chinese classes in South Korea, which are aimed at the students majoring in Chinese language and literature? What are the important factors that affect spoken Chinese lessons? Second, in order to solve the problems in oral Chinese class, what is the most appropriate teaching strategy of Chinese conversation? For this reason, the author makes a survey of Korean students' oral Chinese learning with the students majoring in Chinese language and literature in several Korean universities, and analyzes the existing problems. Hope to help eliminate the actual problems in the spoken Chinese class. Through the investigation of Chinese language and literature majors, we can see that the biggest problem that Korean students encounter in speaking Chinese is the lack of Chinese speaking environment. That is to say, the form of oral Chinese class with emphasis on theory or culture can not improve students' oral ability effectively. If spoken language can be spoken in a foreign language course, it will increase the number of words and learn to describe it yourself. However, in oral expression, a sequential way in which the speaker considers words and says them according to word order is an important factor that hinders the natural speaking. The most important thing is to form a "brain structure" in Chinese, that is, to express what you want to describe not as words but as sentences. In this way, we need not only to recite words, but also to learn the basic conversational patterns and to use them to express them. Oral Chinese courses require not only long-term and continuous practice, but also effective classroom guidance programs through practical classroom simulations as the basis for the revision and improvement of the classroom. I hope this paper can help Korean students improve their oral Chinese ability, and also help students who take TSC4 level or above.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2271104
[Abstract]:Due to the expansion of Sino-Korean trade, Chinese has become one of the most important foreign languages for Korean students. Chinese-related studies have gradually changed from the theoretical study of Chinese culture and grammar to the practical direction of improving spoken Chinese ability. However, in fact, the spoken Chinese classroom does not reflect such a change. Therefore, the author thinks that there are some problems in oral Chinese education in Korea, and sets the following research questions. First, what are the general problems in oral Chinese classes in South Korea, which are aimed at the students majoring in Chinese language and literature? What are the important factors that affect spoken Chinese lessons? Second, in order to solve the problems in oral Chinese class, what is the most appropriate teaching strategy of Chinese conversation? For this reason, the author makes a survey of Korean students' oral Chinese learning with the students majoring in Chinese language and literature in several Korean universities, and analyzes the existing problems. Hope to help eliminate the actual problems in the spoken Chinese class. Through the investigation of Chinese language and literature majors, we can see that the biggest problem that Korean students encounter in speaking Chinese is the lack of Chinese speaking environment. That is to say, the form of oral Chinese class with emphasis on theory or culture can not improve students' oral ability effectively. If spoken language can be spoken in a foreign language course, it will increase the number of words and learn to describe it yourself. However, in oral expression, a sequential way in which the speaker considers words and says them according to word order is an important factor that hinders the natural speaking. The most important thing is to form a "brain structure" in Chinese, that is, to express what you want to describe not as words but as sentences. In this way, we need not only to recite words, but also to learn the basic conversational patterns and to use them to express them. Oral Chinese courses require not only long-term and continuous practice, but also effective classroom guidance programs through practical classroom simulations as the basis for the revision and improvement of the classroom. I hope this paper can help Korean students improve their oral Chinese ability, and also help students who take TSC4 level or above.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
【参考文献】
相关期刊论文 前1条
1 高一虹,赵媛,程英,周燕;中国大学本科生英语学习动机类型[J];现代外语;2003年01期
本文编号：2271104
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