初级汉语综合课语言输入及效果研究

发布时间：2019-05-23 00:54

【摘要】：语言输入作为第二语言习得的一个基本途径,是影响二语习得的一个重要因素。本文主要探讨了初级汉语综合课型中的语言输入问题,首先介绍了课堂中语言输入的类型及特点,在初级综合课的教学中,学生所接收到的汉语输入途径主要有教师语言、教师与学生之间的互动话语、教材及包括板书、多媒体在内的其它形式的语言输入。为了保证课堂教学的高效性,我们结合初级阶段学生的实际情况及综合课的性质及教学任务等各种因素,分析了初级汉语综合课中各种类型的语言输入所应具有的特点及要求：教师语言对学生的汉语学习最具影响力,为了使其能最大化地服务于学生,教师语言在使用上应具有可理解性、准确性、趣味性、启发性、复现性等特征；互动话语也是课堂中一种重要的语言输入类型,理想的师生之间的互动话语应以可理解性、目的性、受益性为标准；教材作为课堂中的主要书面输入语来源,其在编写过程中应该具备以下特点：版面设计精良、语言难度适宜、词汇语法知识保证重现、内容注重实践性、语言表达自然实用；板书作为留学生通过视觉感官接受汉语信息的重要渠道,如果书写标准规范、繁简得当并突出重点、形式丰富,则能加强学生对汉语知识的记忆效果,为实际的初级综合课教学增光添彩；随着现代科学技术在对外汉语课堂教学中的广泛应用,教师应善于合理使用多媒体,拓宽语言输入渠道。最后,我们还通过问卷调查的方式分析了目前初级汉语课堂中语言输入方面存在的主要问题,具体表现为：学生汉语学习的焦虑感较强,不利于其对输入信息的注意及吸收。教师为学生提供的语言输入质量不高,难度超出了学生的理解能力。教师的语言反馈方式有待于进一步提高；教师不能将语言输入与学生的语言输出有机整合起来；课堂的语言互动情况不太理想；综合课本中汉语知识的注解语言较难理解,每课输入的生词量过多,课文内容的实用性还需加强。为了提高语言输入的质量,我们针对以上存在的问题提出了一些改进策略,比如为了改善教师语言,教师应与学生建立和谐师生关系、拓宽语言输入的途径、有效借助非语言手段、注意文化因素的引入、加强语言的趣味性、提高学生的注意力、增强输出性练习、选择合适的反馈方式。对于提高互动语言输入效果,教师应设置难度适中的互动任务、提高学生的互动参与率、增强互动方式的灵活性、加强对互动活动的监督。对于初级综合教材,应尽量控制生词数量、降低注释解说语言难度、增强语言的实用性、教材语言具有正面能量。希望通过本文的介绍,能帮助广大的对外汉语教学工作者掌握语言输入的规律,提高课堂教学质量,夯实学生的汉语学习基础,使学生在汉语学习的道路上取得理想的成绩。
[Abstract]:As a basic way of second language acquisition, language input is an important factor affecting second language acquisition. This paper mainly discusses the problem of language input in the comprehensive curriculum of primary Chinese. Firstly, it introduces the types and characteristics of language input in the classroom. In the teaching of primary comprehensive course, the main ways of Chinese input received by students are teachers' language. Interactive discourse between teachers and students, teaching materials and other forms of language input, including blackboard writing and multimedia. In order to ensure the efficiency of classroom teaching, we combine the actual situation of the students in the primary stage, the nature of the comprehensive course and the teaching task and other factors. This paper analyzes on the characteristics and requirements of various types of language input in the primary Chinese comprehensive course: teachers' language has the most influence on students' Chinese learning, in order to make it serve the students as much as possible. Teachers' language should be comprehensible, accurate, interesting, enlightening, reproducibility and so on. Interactive discourse is also an important type of language input in the classroom. The ideal interactive discourse between teachers and students should be based on comprehensibility, purpose and benefit. As the main source of written input language in the classroom, teaching materials should have the following characteristics in the process of writing: excellent layout design, suitable language difficulty, lexical and grammatical knowledge to ensure reproduction, content pay attention to practicality, language expression is natural and practical; Blackboard writing, as an important channel for foreign students to receive Chinese information through visual senses, can strengthen students' memory effect of Chinese knowledge if the writing standard is proper and highlights the key points and forms are rich. To add luster to the actual teaching of primary comprehensive courses; With the wide application of modern science and technology in classroom teaching of Chinese as a foreign language, teachers should be good at the rational use of multimedia and broaden the language input channels. Finally, we also analyze the main problems of language input in primary Chinese classroom by questionnaire survey, which is manifested as follows: students' anxiety in Chinese learning is strong, which is not conducive to their attention and absorption of input information. The quality of language input provided by teachers for students is not high, which is more difficult than students' understanding ability. Teachers' language feedback mode needs to be further improved, teachers can not integrate language input with students' language output organically, and the language interaction in classroom is not ideal. It is difficult to understand the explanatory language of Chinese knowledge in comprehensive textbooks. Too many new words are inputted in each lesson, and the practicability of the text content needs to be strengthened. In order to improve the quality of language input, we put forward some improvement strategies in view of the above problems. For example, in order to improve teachers' language, teachers should establish harmonious teacher-student relationship with students and broaden the ways of language input. With the help of non-linguistic means, we should pay attention to the introduction of cultural factors, strengthen the interest of language, improve students' attention, enhance the output practice, and choose the appropriate feedback mode. In order to improve the effect of interactive language input, teachers should set up moderately difficult interactive tasks, improve students' interactive participation rate, enhance the flexibility of interactive methods, and strengthen the supervision of interactive activities. For primary comprehensive teaching materials, the number of new words should be controlled as far as possible, the difficulty of explanatory language should be reduced, and the practicability of language should be enhanced. It is hoped that the introduction of this paper can help the majority of teaching Chinese as a foreign language to master the law of language input, improve the quality of classroom teaching, consolidate the basis of students' Chinese learning, and make students achieve ideal results on the road of Chinese learning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

【参考文献】