来疆留学生中级汉语口语课课堂互动调查
发布时间：2019-02-18 16:30
【摘要】：中级口语是留学生口语学习中一个非常重要的阶段,这不仅是对初级阶段学习的知识的强化,而且为口语的进一步提高打下基础。课堂教学是学生语言学习的重要环节,师生的言语互动是开展课堂教学的基本方式。它有利于提高学生的学习兴趣,培养学生的交际能力。本研究主要采用课堂观察了解中级汉语口语课课堂互动现状,对真实的中级汉语口语课进行录音,对录音材料进行文字转录,再就转录内容进行统计分析。统计和分析从课堂活动、教师语言和学生语言三个方面展开。其中课堂活动是从教学内容、互动形式、话语内容和话题控制四个维度进行分析,教师语言是从教师话语量、语言选择、语言特点、教师提问和教师反馈五个维度进行描述,而其中的教师语言特点又从教师词汇密度、教师语速和T-unit平均长度三个方面进行描述。学生语言是从学生话语量和语言选择两个维度进行统计分析。本文还采用问卷调查了课堂互动的效果。在此基础上总结中级汉语口语课课堂师生互动情况,并对构成良好课堂互动提出建议。以期提高中级汉语口语课的效率,也希望为汉语教师提供教学参考。本论文的第一章说明了选题缘由,对相关概念进行了界定,论述了研究意义和目的,并对课堂互动的研究文献进行了综述。希望本文通过对对外汉语课堂互动式教学的描述,为汉语教学的研究提供背景和参照,同时介绍了本研究的研究设计和研究方法,确定了研究对象。第二章和第三章是本文的主体部分。第二章对课堂录音转写的文本进行统计,分别从课堂活动、教师语言和学生语言三个方面对中级汉语口语课课堂互动现状进行了描述。第三章对问卷进行了统计分析,从课堂教学效果、课堂文化描述、教师课堂行为和学生课堂参与状况四个方面描述了中级汉语口语课课堂互动效果。第四章总结全文,并就构成良好课堂互动提出建议。研究结果表明,来疆留学生中级汉语口语课师生言语互动比率高,课堂活动略有差异;教师话语量远远多于学生,师生多使用汉语,较少使用媒介语;教师提问较多,给予的反馈多使用解释、重复和追问的方式,学生提问较少;教师语速和T—unit平均长度适合学生理解,词汇密度略高。最后,就构建良好的课堂互动提出一些建议,建议增加师组互动;加大可理解的输入,同时注重有效的语言输出;降低教师词汇密度;教师反馈形式多样化,并增加正面评价的概率。
[Abstract]:The intermediate oral language is a very important stage in the oral English study, which is not only the strengthening of the knowledge of the primary stage, but also the foundation for the further improvement of the oral language. Classroom teaching is an important part of the students' language learning, and the language interaction between teachers and students is the basic way to carry out the classroom teaching. It is beneficial to the improvement of the students' learning interest and the ability of the students to communicate. This study mainly uses the classroom observation to understand the current situation of the middle-level Chinese oral English class, recording the real middle-level Chinese oral course, carrying out character transcription on the recording material, and carrying out statistical analysis on the transcribed content. Statistics and analysis are carried out in three aspects: classroom activity, teacher's language and student's language. in which, the classroom activity is analyzed from the four dimensions of the content, the form of interaction, the content of the discourse and the subject control, and the teacher's language is described from the five dimensions of the amount of the teacher's words, the language selection, the language characteristics, the teacher's question and the teacher's feedback. The language characteristics of the teachers are described in terms of the teacher's vocabulary density, the teacher's speed and the T-unit average length. The students' language is the statistical analysis of the two dimensions of the students' speech amount and the language selection. In this paper, the effect of classroom interaction is also investigated. On the basis of this, we sum up the interaction between the teachers and students in the intermediate-level Chinese oral course, and make some suggestions on the interaction of the good class. In order to improve the efficiency of the intermediate-level Chinese oral course, it is also desirable to provide the teaching reference for Chinese teachers. The first chapter of this thesis explains the reason of the topic, defines the relevant concepts, discusses the significance and purpose of the research, and reviews the study of the classroom interaction. It is hoped that this paper will provide background and reference for the study of Chinese teaching through the description of the interactive teaching of Chinese as a foreign language. At the same time, the research design and research methods of this study are introduced, and the research object is determined. The second chapter and the third chapter are the main part of this paper. In the second chapter, the paper makes statistics on the text of the classroom recording, and describes the interactive status of the intermediate-level Chinese oral course from three aspects: the classroom activity, the teacher's language and the student's language. The third chapter carries on the statistical analysis of the questionnaire, from the classroom teaching effect, the class culture description, the teacher's class behavior and the student's class participation condition four aspects, the middle-level Chinese oral class interaction effect is described. The fourth chapter is to sum up the full text and make suggestions on the formation of good class interaction. The results of the study show that there is a high degree of verbal interaction between the Chinese and the students in the middle and the middle of Xinjiang, and there is a slight difference in the activity of the classroom; the amount of the teacher's discourse is much higher than that of the students, and the teachers and students use the Chinese and the medium language is less; the teachers ask more questions and give more feedback to the explanation. In the way of repetition and inquiry, the students have fewer questions; the average length of the teacher's speed and the T-unit is suitable for students to understand, and the density of the words is slightly higher. Finally, some suggestions are put forward on the construction of good classroom interaction. It is suggested to increase the interaction of the teacher group, to increase the understandable input, to pay attention to the effective language output, to reduce the teacher's vocabulary density, to diversify the feedback form of the teachers and to increase the probability of positive evaluation.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
本文编号：2426023
[Abstract]:The intermediate oral language is a very important stage in the oral English study, which is not only the strengthening of the knowledge of the primary stage, but also the foundation for the further improvement of the oral language. Classroom teaching is an important part of the students' language learning, and the language interaction between teachers and students is the basic way to carry out the classroom teaching. It is beneficial to the improvement of the students' learning interest and the ability of the students to communicate. This study mainly uses the classroom observation to understand the current situation of the middle-level Chinese oral English class, recording the real middle-level Chinese oral course, carrying out character transcription on the recording material, and carrying out statistical analysis on the transcribed content. Statistics and analysis are carried out in three aspects: classroom activity, teacher's language and student's language. in which, the classroom activity is analyzed from the four dimensions of the content, the form of interaction, the content of the discourse and the subject control, and the teacher's language is described from the five dimensions of the amount of the teacher's words, the language selection, the language characteristics, the teacher's question and the teacher's feedback. The language characteristics of the teachers are described in terms of the teacher's vocabulary density, the teacher's speed and the T-unit average length. The students' language is the statistical analysis of the two dimensions of the students' speech amount and the language selection. In this paper, the effect of classroom interaction is also investigated. On the basis of this, we sum up the interaction between the teachers and students in the intermediate-level Chinese oral course, and make some suggestions on the interaction of the good class. In order to improve the efficiency of the intermediate-level Chinese oral course, it is also desirable to provide the teaching reference for Chinese teachers. The first chapter of this thesis explains the reason of the topic, defines the relevant concepts, discusses the significance and purpose of the research, and reviews the study of the classroom interaction. It is hoped that this paper will provide background and reference for the study of Chinese teaching through the description of the interactive teaching of Chinese as a foreign language. At the same time, the research design and research methods of this study are introduced, and the research object is determined. The second chapter and the third chapter are the main part of this paper. In the second chapter, the paper makes statistics on the text of the classroom recording, and describes the interactive status of the intermediate-level Chinese oral course from three aspects: the classroom activity, the teacher's language and the student's language. The third chapter carries on the statistical analysis of the questionnaire, from the classroom teaching effect, the class culture description, the teacher's class behavior and the student's class participation condition four aspects, the middle-level Chinese oral class interaction effect is described. The fourth chapter is to sum up the full text and make suggestions on the formation of good class interaction. The results of the study show that there is a high degree of verbal interaction between the Chinese and the students in the middle and the middle of Xinjiang, and there is a slight difference in the activity of the classroom; the amount of the teacher's discourse is much higher than that of the students, and the teachers and students use the Chinese and the medium language is less; the teachers ask more questions and give more feedback to the explanation. In the way of repetition and inquiry, the students have fewer questions; the average length of the teacher's speed and the T-unit is suitable for students to understand, and the density of the words is slightly higher. Finally, some suggestions are put forward on the construction of good classroom interaction. It is suggested to increase the interaction of the teacher group, to increase the understandable input, to pay attention to the effective language output, to reduce the teacher's vocabulary density, to diversify the feedback form of the teachers and to increase the probability of positive evaluation.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
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