基于课堂观察的汉语中级口语课中师生话语协商的实证研究
发布时间：2019-04-21 19:16
【摘要】：上世纪80年代开始,受Krashen“输入假说”和Swain“输出假说”的影响,Long构建了“互动假说”的理论框架,并提出了“协商”(negotiation)这一概念。“互动假说”中,他充分肯定了协商在第二语言学习中的重要作用。他强调在第二语言学习中,协商不仅能够促使可理解性语言的输入,还能刺激学习者的语言输出,提高学习者对自身语言表达形式的关注度,有助于第二语言的学习。受“互动假说”的影响,西方学者们做了大量的实证研究,全方位、多层次地论证了协商在第二语言学习中的重要作用,探讨了影响协商发生的各种条件。国外研究成果丰硕,然而国内关于协商的研究发展缓慢,仍处于探索阶段,研究成果较少,尤其是在汉语作为第二语言学习领域,研究成果寥寥无几,有待补充。基于对文献资料的分析,我们发现在大部分的研究中,研究者所使用的语料大都来自于实验任务,并不是自然状态下的课堂语料,其研究结论不具普遍性。为此,我们把研究目标锁定在课堂教学。本文以课堂观察为研究取径,研究汉语口语课堂中的师生话语协商。通过课堂观察,我们共获得了20课时的原始语料,经数据统计分析,得到以下结论:(1)在课堂教学中,三种话语协商均真实存在,但比例有所差异,意义协商和内容协商所占比例均大于形式协商。(2)不同的话语协商的发起方式略有不同,意义协商常用核查确认,内容协商常用请求澄清。(3)话语协商的控制权掌握在教师手中,学生发起的话语协商数量偏少,这种形式不利于提高学生的学习自主性。(4)话语协商受不同课堂教学环节的影响,讨论的环节产生的话语协商数量最多。(5)话语协商不仅可以促使学生注意自己的语言表达形式,还能刺激语言的输出,缓解焦虑情绪,有助于第二语言的学习。其中,形式协商最能引起学生对语言形式的关注,内容协商能最大限度地促进学生的语言输出。有鉴于此,我们建议教材练习的编写应贴近日常口语交际,并且编入常用的发起话语协商的句式;教师不仅要提高自己的话语协商意识,还要培养学生的话语协商意识和能力,将协商融入教学设计,精讲多练,鼓励学生积极主动协商;学生也应提高自己的话语协商意识,积极配合教师的教学活动,并学会把协商运用于课堂交际及日常交际中。
[Abstract]:Since 1980s, under the influence of Krashen "input hypothesis" and Swain "output hypothesis", Long has constructed the theoretical framework of "interaction hypothesis" and put forward the concept of "negotiation" (negotiation). In the Interactive hypothesis, he fully affirms the important role of negotiation in second language learning. He emphasized that in second language learning, negotiation can not only promote the input of comprehensible language, but also stimulate the learners' language output, increase the learners' attention to their own language expressions, and contribute to the learning of the second language. Influenced by the "interactive hypothesis", western scholars have done a lot of empirical research, demonstrated the important role of negotiation in second language learning in all-round and multi-level, and discussed the various conditions that affect the occurrence of negotiation. However, the domestic research on negotiation is still in the exploration stage, especially in the field of Chinese as a second language learning, the research results are few and need to be supplemented. Based on the analysis of the literature, we find that in most of the studies, most of the data used by the researchers come from experimental tasks, and are not classroom corpus in the natural state, and their conclusions are not universal. To this end, we aim to focus on classroom teaching. This paper takes classroom observation as the research path to study teacher-student discourse negotiation in spoken Chinese classroom. Through classroom observation, we have obtained the original corpus of 20 class hours. By statistical analysis of the data, we get the following conclusions: (1) in classroom teaching, all three kinds of discourse negotiation are real, but the proportion is different. The proportion of meaning negotiation and content negotiation is larger than that of formal negotiation. (2) different discourse negotiations are initiated in a slightly different way, and meaning negotiation is commonly used in verification and confirmation. Content negotiation is often asked for clarification. (3) the control of discourse negotiation is in the hands of teachers, and the number of discourse negotiations initiated by students is relatively small. This form is not conducive to improving students' learning autonomy. (4) discourse negotiation is influenced by different classroom teaching links. (5) discourse negotiation can not only make students pay attention to their own language expression form, but also stimulate the output of language, alleviate anxiety, and help the second language learning. (5) discourse negotiation can not only make students pay attention to their own language expression form, but also stimulate the output of language. Among them, formal negotiation can arouse students' attention to linguistic form, and content negotiation can promote students' language output to the maximum extent. In view of this, we suggest that the preparation of the textbook practice should be close to the daily oral communication, and should be incorporated into the commonly used sentence patterns of initiating discourse negotiation; Teachers should not only improve their awareness of discourse negotiation, but also cultivate students' awareness and ability of discourse negotiation, integrate negotiation into teaching design, speak more carefully, and encourage students to actively negotiate. Students should also improve their awareness of discourse negotiation, actively cooperate with teachers' teaching activities, and learn to apply negotiation to classroom communication and daily communication.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2462483
[Abstract]:Since 1980s, under the influence of Krashen "input hypothesis" and Swain "output hypothesis", Long has constructed the theoretical framework of "interaction hypothesis" and put forward the concept of "negotiation" (negotiation). In the Interactive hypothesis, he fully affirms the important role of negotiation in second language learning. He emphasized that in second language learning, negotiation can not only promote the input of comprehensible language, but also stimulate the learners' language output, increase the learners' attention to their own language expressions, and contribute to the learning of the second language. Influenced by the "interactive hypothesis", western scholars have done a lot of empirical research, demonstrated the important role of negotiation in second language learning in all-round and multi-level, and discussed the various conditions that affect the occurrence of negotiation. However, the domestic research on negotiation is still in the exploration stage, especially in the field of Chinese as a second language learning, the research results are few and need to be supplemented. Based on the analysis of the literature, we find that in most of the studies, most of the data used by the researchers come from experimental tasks, and are not classroom corpus in the natural state, and their conclusions are not universal. To this end, we aim to focus on classroom teaching. This paper takes classroom observation as the research path to study teacher-student discourse negotiation in spoken Chinese classroom. Through classroom observation, we have obtained the original corpus of 20 class hours. By statistical analysis of the data, we get the following conclusions: (1) in classroom teaching, all three kinds of discourse negotiation are real, but the proportion is different. The proportion of meaning negotiation and content negotiation is larger than that of formal negotiation. (2) different discourse negotiations are initiated in a slightly different way, and meaning negotiation is commonly used in verification and confirmation. Content negotiation is often asked for clarification. (3) the control of discourse negotiation is in the hands of teachers, and the number of discourse negotiations initiated by students is relatively small. This form is not conducive to improving students' learning autonomy. (4) discourse negotiation is influenced by different classroom teaching links. (5) discourse negotiation can not only make students pay attention to their own language expression form, but also stimulate the output of language, alleviate anxiety, and help the second language learning. (5) discourse negotiation can not only make students pay attention to their own language expression form, but also stimulate the output of language. Among them, formal negotiation can arouse students' attention to linguistic form, and content negotiation can promote students' language output to the maximum extent. In view of this, we suggest that the preparation of the textbook practice should be close to the daily oral communication, and should be incorporated into the commonly used sentence patterns of initiating discourse negotiation; Teachers should not only improve their awareness of discourse negotiation, but also cultivate students' awareness and ability of discourse negotiation, integrate negotiation into teaching design, speak more carefully, and encourage students to actively negotiate. Students should also improve their awareness of discourse negotiation, actively cooperate with teachers' teaching activities, and learn to apply negotiation to classroom communication and daily communication.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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