克拉申“输入假说”和“情感过滤假说”在初级汉语口语教学中的应用研究

发布时间：2018-04-25 11:03

本文选题：克拉申假说 + 输入　；参考：《重庆师范大学》2017年硕士论文

【摘要】：笔者在初级汉语口语教学中发现了很多问题,如学生因没有准确理解语法意义导致无法准确流畅地表达、发音错误“化石化”、缺乏学习动机和自信心、焦虑感强等等。为解决这些问题,笔者尝试将克拉申“输入假说”和“情感过滤假说”应用于实际的教学中,取得了良好的教学效果。因此,本文拟结合实际的教学案例,探究如何将克拉申“输入假说”和“情感过滤假说”应用于初级汉语口语的各个教学环节中,以期进一步提高口语教学质量。首先,笔者对“输入假说”的应用进行了三个方面的探究。第一是“输入假说”在语法讲解环节的应用探究。为解决学生对语法理解不透彻、表达不流畅的问题,笔者结合教学案例,探究了如何将“输入假说”的理念应用于语法讲解中。探究结果表明,在口语课堂上,为学生提供大量可理解输入可以帮助学生更好地习得语言、更加流畅地进行表达。第二是该假说在发音练习设计方面的探究。笔者针对留学生存在的语音错误“化石化”的现象,探究了“输入假说”对解决这一问题的价值。探究的结果是,“辨音辨调”、“互相纠音”、“观看视频”等输入方式,可以让学生发现自己的发音问题,并模仿正确的发音,达到纠音的目的。第三是该假说在课堂指令设计方面的探究。为了使学生在课堂上获得更多的“i+1”的可理解输入,从而习得语言知识,笔者探究了如何将课堂指令和教材教学内容相结合,通过自然地交际进行语言教学。随后,为了解决学生缺乏学习动机、自信心不足、焦虑感强等问题,笔者探究了“情感过滤假说”在备课、教学环节以及课后语言实践环节的应用。一,在备课环节的应用。为提高学习动机,笔者探究了年龄构成对学生学习动机的影响。得出的结论是:在备课时,应分析学生的年龄构成情况,设计不同的教学活动,才能达到提高学生的学习动机的目的。为提高学生自信心,笔者试分析了不同国家学生的特点。根据这些特点,笔者提出了教学建议,以期在口语课堂上发挥学生的自身优势,培养他们的学习自信。此外,为了降低学生的焦虑感,笔者探究了如何通过备教室来达到这一目的。二,在课堂教学环节的应用。首先是课堂导入环节。为了进一步解决学生缺乏学习动机的问题,笔者结合教学实例,探究了如何优化课堂导入的设计,激发学生的学习动机和自信心。其次是语法教学环节。为了让学生在低情感过滤的情况下习得语言,笔者结合了“任务型教学法”,探究了适合初级口语教学阶段的语法教学方式。最后是语言操练环节。为帮助降低学生的焦虑感,提高学习动机,笔者结合教学实例、对学生进行问卷调查,探究了如何优化口语操练的活动设计,并提出了设计建议。三,在课后的语言实践环节的应用。针对学生在日常交际中焦虑感强的问题,笔者结合教学实例,探究了教师如何帮助学生进行课后语言实践,达到降低焦虑感的目的。
[Abstract]:The author has found many problems in the teaching of primary Chinese spoken language, such as students' lack of accurate understanding of grammatical meaning, which leads to inaccurate and fluent expression, pronunciation errors "fossilization", lack of learning motivation and self-confidence, and strong sense of anxiety. It has achieved good teaching effect in practical teaching. Therefore, this paper intends to use the actual teaching cases to explore how to apply the "Input Hypothesis" and "Affective Filter Hypothesis" to the various teaching links of primary Chinese speaking, in order to further improve the quality of oral teaching. The application of "said" is explored in three aspects. The first is the application of the "Input Hypothesis" in the grammar explanation link. In order to solve the problem that the students are not thorough in the grammar understanding and the expression is not fluent, the author combines the teaching case to explore how to apply the idea of "Input Hypothesis" to the explanation of grammar. In class, providing a large amount of comprehensible input for students can help students to acquire the language better. Second is the exploration of the hypothesis in the design of pronunciation exercises. The author explores the value of "Input Hypothesis" to solve the problem in the pronunciation error "fossilization" of the students of foreign students. The result is that the input methods such as "tone discrimination", "mutual rectifying", "watching video" and so on, can let students find their own pronunciation problems and imitate the correct pronunciation to achieve the purpose of sound correction. The third is to explore the design of the hypothesis in the classroom instruction. In order to make students get more "i+1" in class to understand the loss. In order to acquire language knowledge, the author explores how to combine classroom instruction with teaching material and language teaching by natural communication. Then, in order to solve the students' lack of learning motivation, lack of self-confidence, and strong sense of anxiety, the author explores the "feeling filtering hypothesis" in preparing lessons, teaching links and after class language. The application of practice link. 1. In order to improve the learning motivation, the author explores the influence of age composition on the students' learning motivation. The conclusion is that in the preparation of class, we should analyze the age composition of the students and design different teaching activities to achieve the purpose of raising students' motivation of learning and to improve their self-confidence. The author tries to analyze the characteristics of students in different countries. According to these characteristics, the author puts forward the teaching suggestions in order to give full play to the students' own advantages and cultivate their confidence in learning in the oral classroom. In addition, in order to reduce the anxiety of the students, the author explores how to achieve this goal through the preparation of the classroom. Two, in the classroom teaching link. In order to further solve the problem of students' lack of learning motivation, the author combines the teaching examples to explore how to optimize the design of classroom introduction, stimulate students' learning motivation and self-confidence. Secondly, the grammar teaching link. In order to let students learn language under the condition of low emotional filtering, the author combines In order to help reduce the anxiety of the students and improve the motivation of learning, the author makes a questionnaire survey on the students and explores how to optimize the design of the activities of oral practice, and puts forward some suggestions on the design of the design. Three, in the application of language practice after class. In view of the problem of students' strong sense of anxiety in daily communication, the author probes into how teachers help students to carry out after class language practice in order to reduce anxiety.

【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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