本文選題：語(yǔ)言輸入　切入點(diǎn)：與外國(guó)人交談?wù)Z　出處：《北京語(yǔ)言大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： “與外國(guó)人交談?wù)Z”(Foreigner Talk)是母語(yǔ)使用者和第二語(yǔ)言學(xué)習(xí)者交際時(shí)調(diào)整話語(yǔ)的總稱。國(guó)外的輸入研究起始于對(duì)第一語(yǔ)言的輸入研究(照顧語(yǔ)),隨后發(fā)展到對(duì)“與外國(guó)人交談?wù)Z”、“第二語(yǔ)言教師語(yǔ)”和“中介語(yǔ)話語(yǔ)”的研究。從80年代起,國(guó)內(nèi)陸續(xù)引進(jìn)國(guó)外的輸入理論,理論研究以介紹國(guó)外研究成果為主,實(shí)證研究主要集中于國(guó)內(nèi)英語(yǔ)教學(xué)界,特別是對(duì)教師語(yǔ)言的研究在近年取得了不少成果,但是以漢語(yǔ)作為第二語(yǔ)言輸入的“與外國(guó)人交談?wù)Z研究”無(wú)論在理論上還是實(shí)踐上都比較薄弱。本研究以Selinker的中介語(yǔ)理論、Krashen的輸入理論、Swain的輸出假說(shuō)和Long的交互假說(shuō)以及會(huì)話分析理論為理論基礎(chǔ),采用實(shí)地錄音法,分別選取漢語(yǔ)母語(yǔ)者8名(有、無(wú)對(duì)外漢語(yǔ)教學(xué)背景的漢語(yǔ)母語(yǔ)者各4名)和以英語(yǔ)為母語(yǔ)背景的漢語(yǔ)學(xué)習(xí)者16名(初級(jí)、中高級(jí)兩個(gè)水平的漢語(yǔ)學(xué)習(xí)者各8名)。通過(guò)轉(zhuǎn)寫(xiě)和分析,我們基本描述出漢語(yǔ)作為第二語(yǔ)言輸入的“與外國(guó)人交談?wù)Z”在結(jié)構(gòu)和功能上的特點(diǎn)。 研究結(jié)果顯示:(1)隨NNS語(yǔ)言水平的提高,NS在話語(yǔ)量、平均句長(zhǎng)上呈現(xiàn)逐漸上升的趨勢(shì)。(2)隨NNS語(yǔ)言水平的提高,NS使用的詞匯數(shù)基本持平,詞匯量呈下降趨勢(shì)。三組會(huì)話中,NS使用的甲、乙、丙、丁以及超綱詞的分布比例在詞匯數(shù)和詞匯量上基本一致。(3)漢語(yǔ)的四類疑問(wèn)句中,NS更多地使用是非問(wèn)、特指問(wèn)、較少使用選擇問(wèn)和正反問(wèn)。(4)NS-NNS會(huì)話中,話題大多由NS引發(fā)。隨NNS語(yǔ)言水平的提高,NS引發(fā)話題的數(shù)量呈現(xiàn)逐漸下降的趨勢(shì)。NS在起始話步的句式選擇上,疑問(wèn)句使用頻率最高,其次是陳述句和祈使句。(5)NS更多地使用確認(rèn)核實(shí)、重復(fù)、詞語(yǔ)解釋、暗示放棄等方式對(duì)失敗的交際進(jìn)行修正。(6)有、無(wú)背景的NS在是否糾偏和選擇糾偏方式上有很大差異。 我們認(rèn)為,自然情境下的“與外國(guó)人交談?wù)Z”在一定程度上能夠?yàn)榈诙Z(yǔ)言學(xué)習(xí)者提供可理解的輸入,并且有機(jī)會(huì)引導(dǎo)第二語(yǔ)言學(xué)習(xí)者修正自己的偏誤,輸出正確的表達(dá),從而達(dá)到提高第二語(yǔ)言學(xué)者語(yǔ)言水平的目的。希望我們的研究結(jié)果在幫助第二語(yǔ)言教師了解第二語(yǔ)言學(xué)習(xí)者在課堂外的習(xí)得環(huán)境的同時(shí),還可以為第二語(yǔ)言課堂的聽(tīng)力教學(xué)、口語(yǔ)教學(xué)、疑問(wèn)句教學(xué)和課堂糾偏等提供一些啟示。
[Abstract]:"conversational language with foreigners" is a general term used by native speakers and second language learners to adjust utterances in communication. Foreign input studies begin with the study of input into the first language (take care of the language and then develop to the "foreign language"). A study of conversation, second language teacher's language and Interlanguage discourse. Since 80s, Foreign input theory has been introduced in China. The theoretical research focuses on the introduction of foreign research results. The empirical research is mainly focused on the domestic English teaching field, especially the research on the teacher's language has made a lot of achievements in recent years. However, the study of conversational language with foreigners using Chinese as a second language input is weak both in theory and in practice. This study uses Selinker's interlanguage theory and Selinker's input theory to illustrate Swain's output hypothesis and Long's interaction. Hypothesis and conversational analysis theory as the theoretical basis, The field recording method was used to select 8 native speakers of Chinese (including 4 native speakers without background of teaching Chinese as a foreign language) and 16 Chinese learners with background of English as their mother tongue (primary level). Through transliteration and analysis, we basically describe the structural and functional characteristics of "conversational language with foreigners" as a second language input. The results showed that with the improvement of NNS language level, the average sentence length and the average sentence length showed an increasing trend with the increase of NNS language level.) with the improvement of NNS language level, the number of words used by NS was basically equal. Vocabulary size shows a downward trend. In the three groups of conversations, the distribution ratio of "A", "B", "C", "D" and "superclass" words are basically the same in terms of vocabulary number and vocabulary.) in the four types of question sentences in Chinese, NS is more likely to use questions of right and wrong. In the NS-NNS conversation, the topic is mostly initiated by NS. With the improvement of NNS language level, the number of topics initiated by NS-NNS is decreasing gradually. NS is the most frequently used question sentence in the choice of sentence pattern. Secondly, the declarative sentence and imperative sentence are more often used to correct the failed communication by means of confirmation verification, repetition, word explanation, implied abandonment and so on. There is a great difference in whether or not the non-background NS corrects and chooses the rectifying way. We believe that the "conversational language with foreigners" in the natural context can to some extent provide understandable input to the second language learners, and have the opportunity to guide the second language learners to correct their errors and output correct expressions. In order to improve the language proficiency of the second language learners, we hope that our findings can help the second language teachers to understand the acquisition environment of the second language learners outside the classroom, and at the same time, it can also be used in listening teaching in the second language classroom. Oral teaching, interrogative sentence teaching and classroom correction provide some enlightenment.
【學(xué)位授予單位】：北京語(yǔ)言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

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