本文關(guān)鍵詞：語言輸入理論研究與對(duì)外漢語教學(xué)，由筆耕文化傳播整理發(fā)布。

四川大學(xué)碩士學(xué)位論文題目語言輸入理論研究與對(duì)外漢語教學(xué)作者王全義完成日期2007.年4月10日培養(yǎng)單位四川大學(xué)文學(xué)與新聞學(xué)院指導(dǎo)老師劉榮副教授業(yè)語言學(xué)及應(yīng)用語言學(xué)研究方向?qū)ν鉂h語教學(xué)授予學(xué)位日期年月日四川大學(xué)碩士學(xué)位論文語言輸入理論研究與對(duì)外漢語教學(xué)語言學(xué)及應(yīng)用語言學(xué)專業(yè)研究生:王全義指導(dǎo)教師:劉榮20世紀(jì)70年代末開始至今，美國南加利福尼亞大學(xué)語言教育學(xué)家克拉申(StephenD.Krashen)提出了針對(duì)第二語言習(xí)得的一系列解釋，其中影響最大的就是輸入假說理論。輸入假說認(rèn)為第二語言習(xí)得的實(shí)現(xiàn)主要取決于兩個(gè)方面:一是習(xí)得者必須接受大量的可理解性輸入，二是習(xí)得者在情感上必須對(duì)輸入采取開放、接受的態(tài)度�？衫斫獾妮斎爰由系颓楦羞^濾程度，就一定能習(xí)得第二語言。自從該理論提出以后，第二語言教學(xué)界可謂仁者見仁，智者見智，學(xué)者們結(jié)合自己的教學(xué)實(shí)踐及實(shí)驗(yàn)研究分別對(duì)輸入假說的各個(gè)環(huán)節(jié)提出了自己的不同見解。影響較大的理論有Swain的輸出假說，Long的互動(dòng)假說以及GaSS提出的集輸入、吸收、內(nèi)化、輸出于一體的整合模式，這些理論從不同角度對(duì)第二語言習(xí)得理論的發(fā)展起到了完善作用。上述各方面的分析研究構(gòu)成了本文第一、二章的主要內(nèi)容。第三章探討了對(duì)外漢語教學(xué)中語言輸入的來源。本章首先明確了理想輸入的特點(diǎn)，包括可理解性，既有趣又相關(guān)，要有足夠的輸入量等。然后，文章分四個(gè)小節(jié)介紹了外國腔話語，教師話語，中介語，教材，分析了它們作為語言輸入主要來源的特點(diǎn)及其在對(duì)外漢語教學(xué)中的積極作用。第四章為實(shí)驗(yàn)調(diào)查部分。2006年筆者參加了兩期美中友好志愿者協(xié)會(huì)的漢語強(qiáng)化培訓(xùn)項(xiàng)目，該項(xiàng)目要求學(xué)生在經(jīng)歷十周的崗前培訓(xùn)后，漢語口語能力達(dá)到中級(jí)(低)水平。在培訓(xùn)結(jié)束后，請(qǐng)有經(jīng)驗(yàn)的對(duì)外漢語老師進(jìn)行口語測(cè)試。在經(jīng)歷了大致兩個(gè)半月的強(qiáng)化培訓(xùn)后，學(xué)生的漢語水平并不十分令人滿意。結(jié)合語言輸入理論，筆者對(duì)此進(jìn)行了深入的思考。在培訓(xùn)結(jié)束后，筆者又對(duì)學(xué)生四川大學(xué)碩士學(xué)位論文在培訓(xùn)中接受的語言輸入、輸出及其相關(guān)因素進(jìn)行了問卷調(diào)查。問卷共分四個(gè)部分。第一部分是學(xué)生的基本情況，包括學(xué)習(xí)動(dòng)機(jī)、努力程度、對(duì)自己漢語學(xué)習(xí)情況的了解等。第二部分內(nèi)容主要調(diào)查作為學(xué)生語言輸入重要來源之一的學(xué)習(xí)資料情況，包括教材的趣味性、實(shí)用性、科學(xué)性、內(nèi)容設(shè)計(jì)，教師對(duì)教材的使用等相關(guān)問題。第三部分內(nèi)容主要調(diào)查課堂教學(xué)情況，包括學(xué)生在課堂上接受到的輸入、互動(dòng)、輸出情況及遇到的困難等。

第四部分主要調(diào)查學(xué)生的課外學(xué)習(xí)情況，問題包括學(xué)生課外時(shí)間主要的學(xué)習(xí)活動(dòng)是什么、在聽說讀寫上花費(fèi)的時(shí)間及主要困難等。并對(duì)數(shù)據(jù)進(jìn)行了統(tǒng)計(jì)分析，得出了學(xué)生從總體上接受的語言輸入方面質(zhì)不高，量不足的結(jié)論。在第五章中，筆者根據(jù)以上理論研究以及問卷調(diào)查的結(jié)果，提出了語言輸入理論對(duì)教學(xué)的啟示:為學(xué)生提供大量的可理解性輸入;進(jìn)行科學(xué)有效的輸出。希望能夠?yàn)閷?duì)外漢語教學(xué)效率和質(zhì)量的提高起到積極的促進(jìn)作用。關(guān)鍵詞:克拉申語言輸入輸出對(duì)外漢語教學(xué)四少l!大學(xué)碩士學(xué)位論文InPutTheoryandItsImPlieationsfortheTeachingofChinesetoForeignersMajor:LinguistiesandAPPliedLinguistiesPostgraduate:WangQuanylSuPervisor:LiuRongStePhenD.KrashenhasProPosedaseriesofexPlanationsforsecondlanguageacquisitionsineethelate19705， thefalllousonebeingtheinPutHyPothesis.AccordingtotheinPuth即 othesis:theaequisitionofseeondlanguagedePendsontwoasPects:one15thattheleamermustaccePtsufficienteomPrehensibleinPut;theother15thatthele翻 ermustbeemotionallyoPentoinPut.ComPrehensibleinPutandlowaffeetivefilterwillmakesurethatthelearnercanacquirethetargetlanguage.TherehavebeenanumberoferitiquesoftheinPut吻 othesissineeiteomesintobeing.DifforentseholarsinthefieldofsecondlanguageaequisitionProPoseddifferentoPinionsoftheinPuthyPothesisbasedontheirownteaehingPraeticeandreseareh，suehasSwain’ 5outPuthyPothesisandLong’ 5thehiteraetionH即 othesisandGass’sintegrativemodeloninPutando呻 ut.ThetheoriesaboveeonstitutethemaincontentofthefirstandthesecondchaPter.ThethirdchaPtermainlydiscussesthesoureesoflanguageinPut.TherearefiVePartsinthischaPter.TheeharaeteristiesofidealinPutinclude:comPrehensibility，interestingandrelevant， notgrammaticallysequencedandsufficieney.ThentheauthordiscussesthesoureesoflanguageinPutinthenextfourP叭s，include:foreignertalk， teachertalk， interlanguageandtextbook;analysestheirPositivefunetionsintheteachingofChinesetoForeigners.ThefourthehaPtereonsistsofanexPeriment.TheauthorPartieiPatedinthe四川大學(xué)碩士學(xué)位論文Pre一 serviceandin一 ServieetrainingofPeaeeCorpsChinain2006asaLanguage/CulturalFacilitator.TheProgrameontainstenweeksextensiveChinesetrainingforthevolunteers.lt’ 5aninunersionProgram.AllthevolunteersstudiedChineseinthemorningoftheworkdaysandlivedinthehostfamilyarrangedbytheProgrammanagers.Afterthetraining， theyweretestedbyexPerieneedChineseteaehersandtheyhadtoPassintennediatelowlevelinsPokenChinese.AttheendoftheChineseinunersionProgram， theirChineseProfieieneywasnotassatisfaetoryasexPeeted.Afterthetraining，

theauthorthoughtaboutitdeePlytogetherwithinPuttheory.Atthesametime， asurveywasgivenbytheauthortoinvestigatetheinPutandoutPutdUringthetraining.TherearefourP斌 5inthesurvey， inelude:Personalfaetorsofthetrainees;le腳 ingmaterials:elassroomteaehingandafterclassaetivities.Aftertheanalysisoftheresults， theauthoreoneludes:thetraineesdidn’ treeeiveenoughcomPrehensibleinPutandthequalityoftheirlanguageinPut15nothigh.Intheend， theauthorProPosedthe加 PlicationsoftheinPuttheoryfortheteaehingofChinesetoForeigners.ThemainPointsrestuPonthesuffieiencyofcomPrehensibleinPutandtheeffieiencyofoutPut， withthehoPethatoverseasstudentseanlearnChinesemorequieklyandsuceessfully.Keywords:Krashen;languageinPut;outPut:theteaehingofChinesetoForeigners四川大學(xué)碩士學(xué)位論文目錄緒論·······················································································……l1.課題的緣起·····································································……12.課題的研究方法······························································.……23.課題研究的內(nèi)容及意義······················································……2第一章理論背景·····································································……41.1習(xí)得與學(xué)習(xí)假說················································……””””””41.2自然順序假說·········································……”…’‘”‘”‘””””’51.3監(jiān)控假說·····································································……61.4輸入假說·····································································……71.5情感過濾假說······················，··································……”‘”’8第二章輸入及相關(guān)研究··，·························································……102.1關(guān)于輸入在語言習(xí)得中的不同觀點(diǎn)····································……102.2輸入假說評(píng)析·······························································……122.3相關(guān)研究················

·····················································……巧2.4Krashen的語言輸入模式與GaSS的語言輸入輸出整合模式之對(duì)比…19第三章語言輸入的主要來源······················································……233.1理想輸入的特點(diǎn)····························································……233.2外國腔話語··································································……243.3教師話語·····································································……253.4中介語·····································································……263.5教材···········································································……27第四章關(guān)于輸入、互動(dòng)、輸出的調(diào)查研究····································……29四川大學(xué)碩士學(xué)位論文4.1問卷設(shè)計(jì)·····································································……294.2結(jié)果分析················，··················，，·，·······························……294.3討論·······················，····························，·，··，·················……引4.4本次調(diào)查的局限性······················································……44第五章教學(xué)啟示·····································································……455.1為學(xué)生提供充分的可理解性輸入·······································……455.2進(jìn)行科學(xué)有效的輸出······················································……47結(jié)束語····················································································……50附錄····················································································……52參考文獻(xiàn)·················································································……56作者在讀期

  本文關(guān)鍵詞：語言輸入理論研究與對(duì)外漢語教學(xué)，由筆耕文化傳播整理發(fā)布。