对外汉语综合课中语义协商的研究
发布时间：2019-01-04 22:41
【摘要】：语义协商在语言的传递与理解中扮演了重要角色,它也因此成为第二语言习得研究的一个重要议题。近年来,国外学者在第二语言习得和外语教学领域上的大量研究及实验得到的结果证明,学习者和教师、同伴或者其他教学者之间在进行对话时所发生的语义协商有助于学习者注意到目的语的形式及意义,从而促进习得的发生。然而,国内学者对语义协商的相关研究并不多,即使有少数人对二语习得过程中语义协商的作用进行了探讨,但也多局限于探讨英语作为第二语言习得的过程中的语义协商,却很少有人关注到汉语作为第二语言习得过程中的语义协商,所以,本文拟对对外汉语课堂中的语义协商进行系统且全面的分析。本文首先对语义协商的研究背景和研究意义进行了分析,对语义协商的研究现状进行了全面的扫描;第二章对语义协商的定义、分类以及作用进行了完整的概括,并对其各学科的理论依据做了一个系统的介绍,并且通过对比语义协商与传统教学的差异从而阐明语义协商存在的必要性;第三章从不同方式、不同对象以及不同类型这三个方面研究对外汉语综合课中的语义协商,从而分析出不同模式下语义协商的不同表现以及产生这些差异的原因。对外汉语综合课上语义协商的方式有:a.支架,b.启发,c.纠错。课堂中又存在着:a.师生协商,b.生生协商这两种不同对象。同时语义协商又分为:a.理解核实,b.确认核实,c.澄清请求这三种类型;第四章主要是笔者通过自己的课堂观察及资料查找总结出的在对外汉语课堂中影响语义协商顺利进行的一系列因素,并且利用课堂实录的语料,针对这些问题进行一一的分析;其后,笔者则根据自己在课堂上的观察并查阅相关资料对上一章节中分析的问题总结出来的一点建议,希望能够对正在或者预备使用语义协商这一教学手段的教师提供帮助。最后,笔者对语义协商在对外汉语课堂教学中的分析研究进行了总结和反思。本研究以对外汉语综合课为背景,并且将华中师范大学国际交流学院二零一六级预科八班综合课教师以及该班十六名母语非中文的外国留学生作为研究对象,经过历时两个月的课堂观察,所有的对话都以录音的方式记录下来并转换为文字,最后统计出课堂上使用的语义协商的数量、类型和方式,从而对在华留学生在综合课堂上汉语学习过程中所发生的语义协商进行一个深入的探讨。
[Abstract]:Semantic negotiation plays an important role in language transmission and understanding, so it has become an important topic in the study of second language acquisition. In recent years, a large number of foreign scholars in the field of second language acquisition and foreign language teaching and research and experimental results show that learners and teachers, The semantic negotiation between peers or other teachers helps learners to notice the form and meaning of the target language and thus promote the acquisition. However, there are few researches on semantic negotiation in China. Even though a few have explored the role of semantic negotiation in the process of second language acquisition, most of them are limited to the process of semantic negotiation in the process of English as a second language acquisition. However, few people pay attention to the semantic negotiation in the process of Chinese as a second language acquisition. Therefore, this paper intends to make a systematic and comprehensive analysis of semantic negotiation in the TCFL classroom. Firstly, the research background and significance of semantic negotiation are analyzed, and the research status of semantic negotiation is comprehensively scanned. In the second chapter, the definition, classification and function of semantic negotiation are summarized, and the theoretical basis of each subject is introduced systematically. The necessity of semantic negotiation is clarified by comparing the differences between semantic negotiation and traditional teaching. The third chapter studies the semantic negotiation in TCFL from three aspects: different ways, different objects and different types, so as to analyze the different manifestations of semantic negotiation in different modes and the reasons for these differences. The methods of semantic negotiation in TCFL are as follows: A. Scaffold, b. Inspiration, c. Correct an error. There is also a classroom: a. Consultation between teachers and students, b. Students negotiate these two different objects. At the same time, semantic negotiation is divided into: a. Understand verification, b. Confirm verification, c. Three types of requests for clarification; The fourth chapter is the author through their own classroom observation and data search summarized in the foreign language classroom impact on the smooth conduct of a series of factors, and the use of classroom records of the language, to analyze these problems one by one; Then, according to my own observation in the classroom and referring to the related materials, the author sums up some suggestions on the problems analyzed in the previous chapter, hoping to provide help to the teachers who are using semantic negotiation as a teaching method. Finally, the author summarizes and reflects on the analysis of semantic negotiation in teaching Chinese as a foreign language. This study takes the comprehensive course of Chinese as a foreign language as the background, and takes the comprehensive class 8 of Grade 206 preparatory course of Central China normal University and 16 foreign students whose mother tongue is not Chinese as the research object. After two months of classroom observation, all the conversations were recorded and converted into text, and finally the number, type and manner of semantic negotiation used in the class were counted. Therefore, this paper makes a deep discussion on the semantic negotiation that takes place in the process of learning Chinese in the comprehensive classroom for foreign students in China.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2400887
[Abstract]:Semantic negotiation plays an important role in language transmission and understanding, so it has become an important topic in the study of second language acquisition. In recent years, a large number of foreign scholars in the field of second language acquisition and foreign language teaching and research and experimental results show that learners and teachers, The semantic negotiation between peers or other teachers helps learners to notice the form and meaning of the target language and thus promote the acquisition. However, there are few researches on semantic negotiation in China. Even though a few have explored the role of semantic negotiation in the process of second language acquisition, most of them are limited to the process of semantic negotiation in the process of English as a second language acquisition. However, few people pay attention to the semantic negotiation in the process of Chinese as a second language acquisition. Therefore, this paper intends to make a systematic and comprehensive analysis of semantic negotiation in the TCFL classroom. Firstly, the research background and significance of semantic negotiation are analyzed, and the research status of semantic negotiation is comprehensively scanned. In the second chapter, the definition, classification and function of semantic negotiation are summarized, and the theoretical basis of each subject is introduced systematically. The necessity of semantic negotiation is clarified by comparing the differences between semantic negotiation and traditional teaching. The third chapter studies the semantic negotiation in TCFL from three aspects: different ways, different objects and different types, so as to analyze the different manifestations of semantic negotiation in different modes and the reasons for these differences. The methods of semantic negotiation in TCFL are as follows: A. Scaffold, b. Inspiration, c. Correct an error. There is also a classroom: a. Consultation between teachers and students, b. Students negotiate these two different objects. At the same time, semantic negotiation is divided into: a. Understand verification, b. Confirm verification, c. Three types of requests for clarification; The fourth chapter is the author through their own classroom observation and data search summarized in the foreign language classroom impact on the smooth conduct of a series of factors, and the use of classroom records of the language, to analyze these problems one by one; Then, according to my own observation in the classroom and referring to the related materials, the author sums up some suggestions on the problems analyzed in the previous chapter, hoping to provide help to the teachers who are using semantic negotiation as a teaching method. Finally, the author summarizes and reflects on the analysis of semantic negotiation in teaching Chinese as a foreign language. This study takes the comprehensive course of Chinese as a foreign language as the background, and takes the comprehensive class 8 of Grade 206 preparatory course of Central China normal University and 16 foreign students whose mother tongue is not Chinese as the research object. After two months of classroom observation, all the conversations were recorded and converted into text, and finally the number, type and manner of semantic negotiation used in the class were counted. Therefore, this paper makes a deep discussion on the semantic negotiation that takes place in the process of learning Chinese in the comprehensive classroom for foreign students in China.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
【参考文献】
相关期刊论文 前10条
1 吉照远;;交际法与对外汉语教学[J];语文学刊;2011年23期
2 李泉;;文化教学定位与教学内容取向[J];国际汉语;2011年01期
3 汪清;;意义协商中的语言输出研究[J];外语与外语教学;2011年02期
4 袁恺杰;;浅谈对外汉语教学方式多样性——以冰岛北极光孔子学院对外汉语教学为例[J];宁波广播电视大学学报;2011年01期
5 汪清;谢元花;;外语环境下任务类型、水平配对与意义协商研究[J];现代外语;2011年01期
6 牟宜武;;国外意义协商研究三十年评述[J];西华师范大学学报(哲学社会科学版);2010年06期
7 兰忠平;;“协商互动”的发展过程、理论依据及课堂意义[J];宁夏师范学院学报;2010年05期
8 刘英杰;;二语习得过程中学习者个体差异及影响[J];吉林省教育学院学报(学科版);2010年09期
9 钱道静;;对外汉语课堂教学中的语义协商交际活动[J];大家;2010年12期
10 易保树;;外语课堂教学中的“意义协商”及实现方法[J];新课程研究(中旬刊);2010年02期
相关博士学位论文 前2条
1 黄晓颖;对外汉语有效教学研究[D];东北师范大学;2011年
2 李航;外语课堂师生意义协商：互动与优化[D];西南大学;2012年
相关硕士学位论文 前10条
1 邓美霞;高中任务型英语课堂中不同任务对意义协商的影响[D];赣南师范学院;2014年
2 马优;二语习得情感因素及其对对外汉语教学的启示[D];天津师范大学;2014年
3 历贝贝;对外汉语初级综合课课堂教学设计研究[D];陕西师范大学;2014年
4 孔艳平;初中英语课堂中教师提问类型和提问策略对意义协商的影响[D];西北师范大学;2014年
5 菊地良介;汉日同形词的偏误分析及对日汉语教学[D];内蒙古师范大学;2013年
6 范佩华;汉语初级学习者语义协商研究[D];中央民族大学;2013年
7 施丹丹;对外汉语课堂小组活动研究[D];华东师范大学;2011年
8 王禹博;课堂教师话语策略对学习者二语习得的影响[D];内蒙古师范大学;2010年
9 许燕;协商式提问的运用及与传统型提问的对接发展研究[D];华东师范大学;2009年
10 牟宜武;英语水平对中国大学英语学习者之间意义协商的影响[D];兰州大学;2008年
，本文编号：2400887
本文链接：https://www.wllwen.com/wenyilunwen/yuyanyishu/2400887.html
