对外汉语口语课堂话语互动研究

发布时间：2018-03-07 17:26

  本文选题：对外汉语　切入点：口语课堂　出处：《东北师范大学》2017年博士论文　论文类型：学位论文

【摘要】：对外汉语教学的学科历史发展时间不长,对外汉语教学的事业发展却非常快,近十几年,随着中国国家实力的提升,汉语迅速走向世界,尤其是在国家汉办大力推动之下,汉语教学已遍及世界各地。这种发展形势一方面促进了学科的快速发展,另一方面也对学科发展和师资培养提出了新的要求。在汉语教学推广的过程中,一直受到“三教”(教师、教材、教法)问题的困扰,三者之中,又以教师问题为核心。选择课堂话语互动这一研究内容主要是基于以下几个方面的考虑:首先,课堂是学习者学习的主要场所,所有的教学理念、方法都要经过课堂这一场域的实践检验。其次,以“交际能力”为标准的语言评价体系对课堂教学和学习者的学习都提出了新的要求。课堂话语互动既是教学的一种基本形态,也是教师促进学习者语言习得的途径,还是学习者学习过程和结果的体现。再次,教师是影响课堂教学效果的关键因素,教师所有的知识、能力、素养和智慧最终都会体现在课堂教学之中,改变教师课堂行为可以改变课堂教学的结果。最后,当前教师的培训中缺少针对课堂具体教学细节的培训,这和学界对课堂本身的关注不够有关,也和对外汉语课堂教学的研究还不能满足教学培训的需求有关。本研究以话语分析作为基本的理论基础,利用COLT量表对D大学10位对外汉语口语教师的课堂话语互动现状进行了描述,发现存在的问题,找到问题产生的原因,并根据对教师和学生的问卷和访谈以及第二语言课堂教学的基本理论,针对发现的问题提出具体的改进策略,同时也对本研究成果在教师培训方面的应用提出了建议。全文共分六章进行论述。前三章介绍了研究的背景、研究的起点(文献综述)、理论基础和研究设计。第四章以COLT量表为工具,对10位对外汉语口语课教师的课堂话语互动情况进行观察和描写,并运用话语分析理论对运用量表不能细致描述的特殊的话语互动形式进行了分析。第五章是在第四章描述的基础上得出结论,以当前第二语言教学中较为一致的标准——“交际性”为评价指标,对当前取得的成绩予以肯定,同时也分析了当前对外汉语口语课堂话语互动中,教师促进课堂话语互动的策略和学生语言交际能力方面存在的问题,然后着重以话语分析理论和师生访谈为基础探寻问题存在的原因。第六章是提高对外汉语口语课堂话语互动的策略与本研究的应用建议。策略的提出也是以话语分析理论为基础,从课堂话语互动的参与者——教师和学生以及话语语境(课堂活动)等方面提出,在提出策略时,以课堂话语互动“应然性”的特点为标准,也加入在对学生和教师访谈过程得到的好的建议和方法。在应用建议部分,主要从和课堂话语互动相关的教师培训提出,希望能引起多方面的重视。本研究一直追求所有的策略和建议都紧密结合学科和课型特点,具体实用,有应用价值。本研究最大的亮点是厘清了课堂话语互动在第二语言课堂中体现的两个层面,一是作为学习者课堂学习过程的话语互动,一是作为学习者学习结果而表现的话语互动。由此注意到教师对课堂教学交际性理解的局限,指出不但要在课堂话语互动中促进学生的交际,同时也要关注学习者在话语互动中输出话语质量的评价和促进的问题。另外一个亮点是没有局限于提出促进课堂话语互动的策略,而是从教师培训的角度提出了应用建议,还对为更好地进行教师培训而在各级别各层次的国际汉语教学案例库的分类中增加“课堂话语互动”类别提出了具体建议。
[Abstract]:The time history of the development of foreign language teaching is not long, foreign language teaching career development is very fast, in recent years, with the China enhancing national strength, Chinese rapidly to the world, especially in promoting the Hanban, Chinese teaching has been all over the world. The situation on the one hand to promote the rapid development of on the other hand, it puts forward new requirements on the development of the discipline and training of teachers. In the process of Chinese teaching promotion, has been the subject of "Three Religions" (teachers, teaching materials, teaching methods) problems, the three, and to teachers as the core. The choice of classroom discourse research is the interactive content based on the following several aspects: first, the classroom is the main place for learning, all the teaching ideas, methods to go through the classroom this field practice. Secondly, the "communicative competence" as the standard Quasi language evaluation system of classroom teaching and learning are put forward new requirements. A basic form of classroom discourse is not only the teaching, teachers are also ways to promote language learning, or learning of the learning process and results. Thirdly, teachers are the key factors influencing the effect of classroom teaching, teachers of all the knowledge, ability, knowledge and wisdom will eventually be reflected in the classroom teaching, changing teachers' classroom behavior can change the teaching results. Finally, the lack of specific training for classroom teaching details of current teacher training, and the scholars of the classroom itself is not enough attention, and research of foreign language classroom teaching can not meet the needs of teaching and training. In this study, discourse analysis as the basic theoretical foundation, table on 10 Chinese as a foreign language teacher at D University by COLT Describes the classroom discourse interaction situation, found problems, can find the causes of the problem, and according to the basic theory of teachers' and students' questionnaires and interviews and second language classroom teaching, put forward the concrete improvement strategy for the problems, and puts forward some suggestions on the application of this research in teacher training. The full text is divided into six chapters. The three chapter introduces the research background, the research starting point (literature review), theoretical basis and research design. The fourth chapter with COLT scale as a tool, interactive classroom discourse on 10 foreign Chinese oral English class teacher's observation and description, and the use of discourse analysis theory has carried on the analysis to the use of scale not detailed description of special discourse interaction forms. The fifth chapter is a conclusion in the fourth chapter, based on the description to the second language teaching more consistent The standard of "communicative" as the evaluation index, the affirmation of the achievements, but also analyzed the current situation of oral Chinese classroom discourse, existing classroom discourse strategies and communicative ability teachers promote, then focuses on the discourse analysis theory and interview teachers and students as basis to explore the causes of the problems. The sixth chapter is suggestions for improving the application strategies of oral English classroom discourse interaction and foreign language. This research strategy is to discourse analysis theory, from classroom discourse participants, teachers and students as well as the discourse context (classroom activities) and other aspects, in the proposed strategy, with the characteristics of "ideal interactive classroom discourse" as the standard, with good recommendations and methods in the interviews of teacher and students in the application process. The suggestion part, mainly from the classroom The interaction of language related teacher training is put forward, hoping to attract much attention. This study has been the pursuit of all strategies and recommendations are closely combined with the subject and course characteristics, specific practical application value. In this study, the biggest bright spot is to clarify the interaction between the two aspects of classroom discourse in the second language teaching classroom, a as discourse interaction learners classroom learning process, one is the learning results and interactive. Thus pays attention to teachers' classroom teaching on the limitations of communicative understanding, pointed out not only to promote students' communication in classroom discourse interaction, but also to focus on learner output quality evaluation in the discourse interaction in discourse and promote the problem. Another bright spot is not limited to put forward to promote classroom discourse interaction strategies, but from the view of teacher training is put forward application suggestions, also for Teachers' training is better, while the classification of classroom teaching interaction is increased in the classification of international Chinese teaching case at all levels, and specific suggestions are put forward.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：H195.3
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本文编号：1580246