本文關(guān)鍵詞：對(duì)外漢語(yǔ)口語(yǔ)教材交際性練習(xí)考察研究　出處：《中央民族大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

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【摘要】：本文主要采用定性研究的方法,根據(jù)交際法、交際性原則以及前人對(duì)交際性練習(xí)的研究,確定了交際性練習(xí)交際程度的四大考察維度,即是否以表達(dá)意義為目的,是否有明確的交際對(duì)象,是否在互動(dòng)中完成,是否存在信息差。在此基礎(chǔ)上,筆者選用了兩套具有權(quán)威性的教材,分別是《漢語(yǔ)口語(yǔ)》(北京大學(xué)出版社)和《漢語(yǔ)口語(yǔ)速成》(北京語(yǔ)言大學(xué)出版社),并對(duì)其初、中、高三個(gè)階段的交際性練習(xí)進(jìn)行了考察,發(fā)現(xiàn)了其各自的特點(diǎn)和問(wèn)題；然后還對(duì)兩套教材的交際性練習(xí)進(jìn)行對(duì)比分析,發(fā)現(xiàn)其共性及差異。最后,還針對(duì)交際性練習(xí)存在的問(wèn)題,提出相應(yīng)的建議,希望在對(duì)外漢語(yǔ)的教材編寫(xiě)中,我們可以多增加一些交際性程度較高的練習(xí)。文章分為以下幾個(gè)部分： 第一章是緒論部分,稱述本文的選題意義,并就相關(guān)文獻(xiàn)做梳理論述。文獻(xiàn)主要包括四部分內(nèi)容：對(duì)交際性本身的研究,對(duì)交際性原則的研究,對(duì)交際法應(yīng)用的研究,對(duì)交際性練習(xí)的界定。 第二章是研究方法部分,闡述本文的研究對(duì)象,研究思路與流程以及研究方法,確立了交際性練習(xí)交際程度的考察維度。 第三章和第四章分別對(duì)《漢語(yǔ)口語(yǔ)》和《漢語(yǔ)口語(yǔ)速成》中的交際性練習(xí)從題量、題型以及交際性程度進(jìn)行考察,總結(jié)出各自在交際性練習(xí)編寫(xiě)方面的特點(diǎn)和存在的問(wèn)題。 第五章對(duì)《漢語(yǔ)口語(yǔ)》和《漢語(yǔ)口語(yǔ)速成》中的交際性練習(xí)進(jìn)行了對(duì)比分析,總結(jié)出兩套教材不同的特點(diǎn),并對(duì)口語(yǔ)教材交際性練習(xí)的編寫(xiě)提出一些建議。 第六章為結(jié)語(yǔ)部分,就本論文的結(jié)論做總結(jié)概括,并指出了論文存在的局限性。 總之,口語(yǔ)教材練習(xí)的編寫(xiě)一定要重視交際性,交際性練習(xí)的交際程度對(duì)于提高學(xué)習(xí)者的交際水平至關(guān)重要。
[Abstract]:This paper mainly adopts the qualitative research method, according to the communicative method, the communicative principle and the predecessor's research on the communicative practice, determines the four dimensions of communicative practice communicative degree. That is, whether the purpose is to express meaning, whether there are clear objects of communication, whether to complete in the interaction, whether there is poor information. On this basis, the author chooses two sets of authoritative textbooks. "spoken Chinese" (Peking University Press) and "accelerated Chinese spoken Chinese" (Beijing language and language University Press), and its initial, middle, high three stages of communicative practice were investigated. Found their respective characteristics and problems; Then the author makes a comparative analysis of the communicative exercises of the two sets of textbooks and finds their commonalities and differences. Finally, in view of the problems existing in communicative exercises, the author puts forward corresponding suggestions, hoping to be used in the compilation of textbooks for Chinese as a foreign language. We can add more communicative exercises. The article is divided into the following parts: The first chapter is the introduction part, which describes the significance of the topic, and makes a review of the relevant literature. The literature mainly includes four parts: the study of communicative itself, the study of communicative principles. The study on the application of communicative approach and the definition of communicative practice. The second chapter is the part of the research method, which describes the research object, the research ideas, the process and the research method, and establishes the dimension of communicative practice communicative degree. Chapter three and chapter 4th examine the communicative exercises in spoken Chinese and Chinese spoken Chinese respectively from the aspects of question quantity, question type and communicative degree. This paper summarizes the characteristics and problems in the writing of communicative exercises. Chapter 5th makes a comparative analysis of communicative exercises in spoken Chinese and accelerated spoken Chinese, summarizes the different characteristics of the two sets of textbooks, and puts forward some suggestions for compiling communicative exercises in oral textbooks. Chapter 6th is the conclusion of this paper, and points out the limitations of the paper. In a word, we must pay attention to communication in the compilation of oral English textbook exercises, and the communicative level of communicative exercises is very important to improve learners' communicative level.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.4

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