本文選題：對外漢語　切入點：綜合課　出處：《北京外國語大學》2017年碩士論文　論文類型：學位論文

【摘要】：作為教師話語的重要組成部分,指令語貫穿整個課堂教學,是教師用來組織課堂活動、執(zhí)行教學計劃的工具,也是學習者目的語輸入的重要來源。研究教師課堂指令語對于指導(dǎo)教學實踐有著十分重要的作用。對外漢語教學界關(guān)于教師課堂指令語的研究起步較晚,現(xiàn)有研究成果較少,結(jié)合課堂教學實際進行的個案研究更是匱乏,研究還不夠系統(tǒng)和深入。本文借鑒了已有研究成果,并在此基礎(chǔ)上,采用課堂觀察、問卷調(diào)查等研究方法,對北京外國語大學中文學院進修部4位初級漢語課教師進行了總計1000分鐘的課堂觀察,從形式和語用兩方面考察了初級階段對外漢語教師課堂指令語使用的具體情況,并總結(jié)出無效指令的原因及有效指令的界定標準。同時,為了從學生角度考察制約教師指令語使用的影響因素,本文還進行了問卷調(diào)查。主要研究結(jié)論如下:(一)在初級對外漢語課堂上,媒介指令語總體使用頻率不高,表明教師基本遵循了"目的語優(yōu)先"的原則,在必須借助媒介語的情況下,混合重復(fù)性媒介指令語是最常用的,部分媒介指令語次之,完全媒介指令語使用頻率最低。研究還發(fā)現(xiàn),國籍對學生媒介指令語使用的態(tài)度有顯著影響,日韓學生最不喜歡教師使用媒介指令語,東南亞特別是馬來學生最喜歡教師借助媒介語解釋指令。此外,漢語水平對于學生媒介指令語使用的態(tài)度影響顯著,A班學生比B班學生更傾向語教師使用媒介語調(diào)整指令語的輸入難度。(二)指令語在形式上要求簡短、高效,這體現(xiàn)在指令語的句長和結(jié)構(gòu)上。首先是句長,研究結(jié)果顯示,教師指令語的句子長度以6-10個字為主,平均句長為13個字,符合初級階段的教學實際。同時,本研究還顯示,指令語的句子長度與教學內(nèi)容的難度、教學對象的語言水平以及教師的教學經(jīng)驗值相關(guān),學生的漢語水平越高、學習任務(wù)越復(fù)雜,指令語越長,而教學經(jīng)驗越豐富的教師,越傾向于使用簡短的句子發(fā)出指令。其次,形式上的簡短還體現(xiàn)在指令語大多含有一個核心動詞,以單個動詞的形式發(fā)出的指令語占含動詞指令語中的一半以上,考慮到指令語的禮貌問題,部分指令動作以"VV、V+一下、V 一 V"等動詞詞組的形式發(fā)出,重疊式動詞短語大多具有嘗試義,有助于緩和命令語氣,提高禮貌程度。此外,在初級漢語課堂上,教師指令語中常用的11個高頻動詞體現(xiàn)言語技能的最多,表明初級階段的教學目標是以訓練學生的聽說讀寫基本語言技能為主。(三)本文還考察了教師指令語在語用方面的特征。研究表明,初級階段漢語教師傾向于選擇較為直接的指令形式,祈使句指令語的使用頻率最高,約占全部課堂指令的一半左右,疑問句間接指令的使用僅次于祈使句,陳述句的使用頻率相對較低。從語用策略的維度分析發(fā)現(xiàn),語氣最直接的"赤裸式"是祈使句中最常用的指令策略,考慮到禮貌問題,教師傾向于運用"包含式"、"緩和式"等請求策略來緩和命令語氣。疑問句的"赤裸提問式"、"意見式"語用策略在初級漢語課堂上出現(xiàn)頻率也較高,體現(xiàn)了教師具有一定的互動協(xié)商教學意識。根據(jù)所得研究結(jié)論,本文提出了優(yōu)化教師課堂指令語的若干教學建議:初級階段漢語教師在課堂上所使用的指令語應(yīng)符合學生的漢語水平與認知水平,在保證學生能聽懂的前提下盡量采用多樣化的指令形式,給學生提供充足、豐富的可懂目的語輸入,盡量減少媒介指令語的運用,避免無效指令。
[Abstract]:As an important part of teacher talk, language instruction throughout the classroom teaching, teachers to organize classroom activities, teaching plan is an important tool for learning source of target language input. Study on Teachers' classroom instruction language plays an important role in guiding the teaching practice. Teaching Chinese as a foreign language study on classroom instruction language the late start, the existing research results are less, a case study of the combination of classroom teaching practice is even more scarce, the study is not systematic and in-depth. Based on the existing research results, and on this basis, through classroom observation, questionnaires and other research methods, Beijing Foreign Studies University School of Chinese of 4 primary Chinese teachers a total of 1000 minutes of classroom observation, from two aspects of form and pragmatic effects of primary Chinese classroom instruction language use out The situation, and summed up the reasons of invalid instruction and effective instruction to define standards. At the same time, in order to study from the perspective of students factors affecting teacher instruction language, this paper also conducted a questionnaire survey. The main conclusions are as follows: (a) in the primary Chinese classroom instruction language, media general use frequency is not high, that the teacher follows the basic "target priority" principle, in the case of the media must use the language, mixed repetitive instructions of media is the most commonly used, part of the media instruction influenced, frequency of use of complete media instructions of the lowest. The study also found that has a significant impact on students' Media Instruction Language Nationality attitude. Most students don't love Korean teachers to use media instruction language, especially the Malay students love most Asian teachers with medium language explain instructions. In addition, the level of Chinese students for media instruction language use state The degree of influence, the difficulty of A class students than the input class B preferred language teachers to use language adjust instruction language. (two) instructions in the form of requirements for short, efficient, which is reflected in the instructions of the sentence length and structure. The first is the sentence length, the results of the study showed that teachers'directives sentences the length to 6-10 words, the average sentence length is 13 words, with the primary stage of the teaching practice. At the same time, this study also showed that the length of sentence and the teaching content of instruction language difficulty, teaching object language level and teachers' teaching experience, the higher the level of Chinese students, learning more complex tasks the longer the instruction, language, and teaching more experienced teachers, more inclined to use short sentences issued instructions. Secondly, the short form is also reflected in the instruction language mostly contains a verb, a verb form issued by the instructions for containing animal More than half of words in the language of instruction, taking into account the politeness language instruction, instruction action with "VV, V+, V and V issued a" verb phrase in the form of reduplication of verb phrases have tried righteousness, will help ease the tone of the command, improve the degree of politeness. In addition, in primary Chinese classroom 11, the most commonly used high-frequency verbs reflects the speech skills teachers'directives, suggesting that the primary stage of the teaching goal is to train students' listening reading and writing basic language skills. (three) this paper also examines the teachers'directives in pragmatic features. The study shows that the primary Chinese teachers tend to choose the more direct instruction form, imperative instructions use the highest frequency, accounting for about half of all the classroom instruction, the use of interrogative indirect instruction after the imperative sentence statement use frequency is relatively low. From a pragmatic strategy The dimension analysis found that the tone of the most direct "naked" is imperative in the most commonly used instruction strategy, taking into account the politeness, teachers tend to use "inclusive", "moderate" request strategies to mitigate the command tone. "Naked Question Questions", "opinions" pragmatic strategies the frequency is higher in primary Chinese classroom teaching, teachers have reflected the consciousness of negotiation to some extent. According to the research conclusion, this paper puts forward some teaching suggestions of optimizing classroom instruction language: the primary stage of Chinese language teachers in the classroom instruction language should be consistent with the Chinese students' level and cognitive level, in the premise of students can understand the instructions as far as possible the use of diverse forms, to provide students with adequate, rich can understand the input of target language, minimize the use of media instruction language, avoid invalid instruction.

【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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