美国初级口语教学教师提问策略研究及教学建议

发布时间：2018-05-02 06:29

本文选题：美国国际汉语教学 + 初级汉语口语教学　；参考：《中央民族大学》2016年硕士论文

【摘要】：随着中国的不断发展,汉语作为一种世界语言越来越多地引起了人们的关注。由此引发的汉语学习热潮也席卷了全球。为了更好地完善汉语作为第二语言教学,国内外语言学和教学学者都将目光投向了国际汉语教学。教师作为国际汉语教学中的主要参与者之一,是汉语与外国学习者之间的媒介。在国际汉语教学中,教师的话语不仅是教学的工具,也是学习者语言输入的主要来源。因此对于教师在汉语课堂上的话语策略分析也是提升汉语教师整体素质和教学质量的重要环节。国际汉语教师话语策略包括六个方面。而其中的提问策略作为教学过程中师生互动的主要策略,在近年来成为话语策略研究的热门。而美国作为国际汉语教学蓬勃发展的国家之一,汉语教学开展得如火如荼。由于国家层面的重视,汉语大有进入国民教育体系的趋势,相关的语言学理论和教学实践都较为丰富并不断发展。无论是升学考试还是业余爱好,选择学习汉语的人数呈逐年上升趋势。在美国国际汉语教学日益发展的今天,如何进一步从美国汉语教师课堂话语策略方面提高教师课堂利用率和学生参与度是我们在这篇文章中需要研究和探讨的问题。美国第二语言教学重视交际的重要性。因此口语能力的培养也是美国国际汉语教学的主要任务之一。对于口语表达能力的要求也在一定程度上和具体学科研究互为促进。源于口语教学的重要性和口语教学研究的必要性,美国国际汉语口语教学中的话语策略,尤其是提问策略就成为了国际汉语学界的一个新的研究方向。本文收集了美国新泽西州小学,中学和大学共三位老师的国际汉语教学课堂录音,并将其转录为课堂话语文本。笔者以美国初级汉语教学课堂为观察对象,分别从小学,中学和大学三个不同阶段对美国初级汉语口语教学进行了初步的观察和记录。通过对三份课堂转录的数据统计与分析整理,从教师的角度甄别出关于课堂教学提问策略的七个要素分别是提问的数量、类型、分配方式、技巧、等待时问,并结合美国文化和当地汉语教学背景,揭示出现在美国初级汉语口语教学中提问策略的问题和障碍,以期为美国本土教师、志愿者教师、新手教师和外籍教师提供有效的教学参考。
[Abstract]:With the development of China, people pay more and more attention to Chinese as a world language. The upsurge in learning Chinese has also swept the world. In order to improve the teaching of Chinese as a second language, both domestic and foreign linguistics and teaching scholars have turned their attention to international Chinese teaching. As one of the main participants in international Chinese teaching, teachers are the medium between Chinese and foreign learners. In international Chinese teaching, teacher's discourse is not only a teaching tool, but also a main source of learners' language input. Therefore, the analysis of teachers' discourse strategies in Chinese classroom is also an important link to improve the overall quality and teaching quality of Chinese teachers. The international Chinese teacher talk strategy includes six aspects. As the main strategies of teacher-student interaction in the teaching process, the question strategy has become a hot topic in discourse strategy research in recent years. The United States, as one of the booming international Chinese language teaching countries, Chinese teaching is in full swing. Due to the attention of the national level, Chinese has a great tendency to enter the national education system, and the relevant linguistic theory and teaching practice are relatively rich and developing. The number of people who choose to learn Chinese is increasing year by year, whether it is an entrance examination or a hobby. With the development of international Chinese teaching in the United States, how to improve teachers' classroom utilization rate and students' participation from the aspect of American Chinese teachers' classroom discourse strategies is a problem that we need to study and discuss in this article. American second language teaching emphasizes the importance of communication. Therefore, the cultivation of oral ability is also the main American international Chinese teaching Ren Wuzhi. To a certain extent, the requirements of oral expression also promote the study of specific disciplines. Due to the importance of oral language teaching and the necessity of oral teaching research, the discourse strategy, especially the question strategy, has become a new research direction in the field of international Chinese language teaching in the United States. In this paper, three teachers of elementary, middle and college in New Jersey were collected and transcribed into classroom discourse. Taking the American primary Chinese teaching class as the observation object, the author makes a preliminary observation and record of the American primary Chinese spoken language teaching from three different stages: primary school, middle school and university. Through the statistics and analysis of the three transcripts, the seven elements of questioning strategies in classroom teaching are identified from the teacher's point of view: the number, type, distribution, skills and waiting time of the questions. Combined with American culture and local Chinese teaching background, this paper reveals the problems and obstacles of asking strategies in primary Chinese spoken Chinese teaching in the United States, with a view to serving as native American teachers and volunteer teachers. Novice teachers and foreign teachers provide effective teaching reference.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

【相似文献】