本文關鍵詞： 書面語能力 語篇語體量化分析法 對外漢語　出處：《北京語言大學》2009年碩士論文　論文類型：學位論文

【摘要】： 交際是語言教學的終極目標,無論是口頭形式的交際還是筆頭形式的交際。第二語言教學以學生的交際能力為目標,充分注重了口語的教學,相比之下,書面語教學就顯得相當薄弱�？v觀對外漢語教學界,口語教學的呼聲方興未艾,但是書面語的教學卻遲遲沒有迎來春天。 本文在對目前的國內外書面語相關文獻做出綜述后,區(qū)分了眾學者使用的相關概念,在此基礎上,確定本文的研究內容和目標。 目前,從學生的直接學習效果出發(fā)來探討書面語教學的文章不多,本文以探討和研究學生的書面語能力為核心,從學生的原始語料出發(fā),抽取HSK動態(tài)作文語料庫中70分、80分、90分作文各60篇,考慮到文體可能會對學生的書面語能力產生影響,所以,我們在每個分數階段上各取議論文和記敘文兩種文體,每個分數階段每種文體抽取30篇,涵蓋兩個作文題目,目的是盡可能全面準確地對高等HSK考試中學生的書面語能力進行考察。 本文采用語篇語域量化法,試圖將學生抽象的書面語能力轉換成具體的數值表現(xiàn)出來,分析對比各個分數階段、各種文體之間的差異及其原因;同時從語言的詞匯、短語、句法及篇章層面對學生的語言使用特征進行考察分析。 考察結果證實,雖然學生的HSK作文分數較高,但學生的書面語能力非常不理想。另外,學生分辨口語與書面語的能力也很差,即使是HSK高等證書的獲得者,其語體辨別能力遠遠不夠,學生的語體能力沒有向“口語體”和“書面語體”兩端延伸的趨勢,學生仍處于“口語——通用語——書面語”中“通用語——書面語”的起步階段。學生在書面語言使用方面,存在著不均衡的現(xiàn)象。 以考察結果為基礎,我們針對書面語教學的實際效果,從教學的四大環(huán)節(jié)出發(fā),試圖建立一套完整的書面語教學體系,對書面語教學提出一些可供參考的建議。
[Abstract]:Communication is the ultimate goal of language teaching, whether in oral or written form. Second language teaching aims at students' communicative competence and pays full attention to oral language teaching. Throughout the field of teaching Chinese as a foreign language, the voice of oral language teaching is in the ascendant, but the teaching of written language has not ushered in spring. After summarizing the current literature of written language at home and abroad, this paper distinguishes the relevant concepts used by scholars, and on this basis, determines the contents and objectives of this paper. At present, there are few articles to discuss the teaching of written language from the perspective of the students' direct learning effects. This paper focuses on exploring and studying the students' written language ability, starting from the students' original corpus. Taking into account the influence of writing style on students' written language ability, we selected 70, 80 and 90 compositions from the HSK dynamic composition corpus. Therefore, we take argumentation and narrative writing in each grade stage. The purpose of this paper is to investigate the written language ability of high school students in the HSK examination as comprehensively and accurately as possible. This paper attempts to convert the students' abstract written language abilities into concrete numerical expressions by using the textual register method, to analyze and compare the differences between different grades, different styles and their causes, and at the same time, to analyze and compare the vocabulary and phrases of the language. The syntactic and textual features of students' language use are investigated and analyzed. The results show that although the students' HSK scores are high, the students' written language skills are far from ideal. In addition, the students' ability to distinguish between spoken and written language is also very poor, even for the recipients of the HSK advanced certificate. Their stylistic discrimination ability is far from enough, and the students' stylistic ability does not extend to the two ends of "colloquial style" and "written style". Students are still in the initial stage of "common language-written language" in "spoken-Common language-written language", and there is an imbalance in the use of written language by students. Based on the investigation results, we try to set up a complete teaching system of written language from the four aspects of the teaching in view of the actual effect of the teaching of written language, and put forward some suggestions for reference in the teaching of written language.
【學位授予單位】：北京語言大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：H195
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本文編號：1531144