發(fā)布時(shí)間：2018-01-07 12:34

  本文關(guān)鍵詞：漢英初級(jí)第二語(yǔ)言口語(yǔ)教材編寫設(shè)計(jì)對(duì)比分析　出處：《北京外國(guó)語(yǔ)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 第二語(yǔ)言教學(xué) 口語(yǔ)教材 編寫設(shè)計(jì) 對(duì)比分析

【摘要】：漢語(yǔ)作為第二語(yǔ)言教學(xué)的目標(biāo)是培養(yǎng)學(xué)習(xí)者運(yùn)用語(yǔ)言進(jìn)行交際的能力,而交際便離不開口頭表達(dá),因此口語(yǔ)課在學(xué)習(xí)者的學(xué)習(xí)過程中占據(jù)著不容忽視的地位。要想上好一門口語(yǔ)課離不開優(yōu)秀的口語(yǔ)教材,教材是教師教學(xué)和學(xué)生學(xué)習(xí)所依據(jù)的材料,對(duì)課程的好壞起著十分關(guān)鍵的作用。而初級(jí)口語(yǔ)教材作為大多數(shù)學(xué)習(xí)者最初接觸一門語(yǔ)言時(shí)所使用的教材,對(duì)于學(xué)習(xí)者語(yǔ)言習(xí)慣和興趣的形成更是有著非同一般的影響力。近年來(lái),針對(duì)口語(yǔ)教材的研究很多,但將對(duì)外漢語(yǔ)口語(yǔ)教材與英語(yǔ)口語(yǔ)教材放在一起進(jìn)行對(duì)比的研究還較為少見。事實(shí)上,英語(yǔ)作為第二語(yǔ)言教育在我國(guó)開始早、發(fā)展成熟,其教材編寫設(shè)計(jì)也有很多值得我們對(duì)外漢語(yǔ)教材學(xué)習(xí)和借鑒的地方;而對(duì)外漢語(yǔ)教材其自身的一些優(yōu)勢(shì)和特點(diǎn),也應(yīng)得到進(jìn)一步的保持和強(qiáng)化,對(duì)于英語(yǔ)教材也有一定的參考價(jià)值。因此,將二者放在一起進(jìn)行編寫設(shè)計(jì)方面的對(duì)比分析,對(duì)于二者各自的進(jìn)一步發(fā)展都有一定的幫助。本文便選取了《初級(jí)漢語(yǔ)口語(yǔ)1》(以下簡(jiǎn)稱《初1》)和《劍橋國(guó)際英語(yǔ)口語(yǔ)速成1》(以下簡(jiǎn)稱《劍1》)兩本漢英初級(jí)第二語(yǔ)言口語(yǔ)教材進(jìn)行對(duì)比分析,以期得出更多不同于以往的結(jié)論。本文共分為七個(gè)章節(jié)。第一章是緒論,簡(jiǎn)單介紹了本文的選題緣起、選題意義并對(duì)本文涉及到的幾個(gè)概念做了界定。第二章,筆者介紹了漢英第二語(yǔ)言口語(yǔ)教材的編寫情況和研究現(xiàn)狀,并對(duì)本文所選的兩本教材——《初1》和《劍1》的基本情況做了簡(jiǎn)述。第三、四、五章是本文的重要章節(jié),在這章中,筆者從編寫框架設(shè)計(jì)、編寫內(nèi)容設(shè)計(jì)和編寫練習(xí)設(shè)計(jì)三個(gè)部分對(duì)兩本教材進(jìn)行了對(duì)比分析。編寫框架設(shè)計(jì)包括編寫體例和每課/單元環(huán)節(jié)設(shè)置分析;編寫內(nèi)容設(shè)計(jì)部分包括課文、話題、注釋和翻譯以及文化補(bǔ)充知識(shí)的對(duì)比分析;編寫練習(xí)設(shè)計(jì)部分則分為了練習(xí)題量和練習(xí)題型兩方面的對(duì)比分析。在每個(gè)部分之后,筆者都針對(duì)這一部分的對(duì)比做出了結(jié)論,并總結(jié)出了兩本教材可以互相借鑒的地方。在第六章中,筆者將以上每一部分的結(jié)論進(jìn)行了匯總,分析并總結(jié)出了兩本教材分別的優(yōu)勢(shì)和不足。將全文進(jìn)行了梳理總結(jié),分析了本文的研究?jī)r(jià)值及不足之處,并對(duì)下一步研究提出了建議。
[Abstract]:The goal of Chinese as a second language teaching is to cultivate learners' communicative competence in the use of language, and communication cannot be separated from oral expression. Therefore, oral English course plays an important role in the process of learners' learning. If we want to get a good oral course, we can not do without excellent oral teaching materials. The teaching material is the basis for teachers' teaching and students' learning. The primary oral teaching materials are used by most learners when they first come into contact with a language. In recent years, there has been a lot of research on spoken language teaching materials, which has an extraordinary influence on the formation of learners' language habits and interests. In fact, English as a second language education in China began to develop early and mature. The compilation and design of its teaching materials also have a lot of worthy for us to learn and learn from the Chinese teaching materials as a foreign language; Some of the advantages and characteristics of teaching materials as a foreign language should be further maintained and strengthened, which has a certain reference value for English teaching materials. Put the two together for a comparative analysis of writing design. This paper selects "Primary spoken Chinese 1" (hereinafter referred to as "< first 1 > >)" and < Cambridge International Oral English 1 > > (hereinafter referred to as "Jian 1 >"). A comparative analysis is made between the two spoken Chinese and English primary second language textbooks. This paper is divided into seven chapters. The first chapter is an introduction, briefly introduces the origin of this topic, the significance of the topic and the definition of several concepts involved in this paper. Chapter two. The author introduces the compilation and research status of spoken English textbooks in Chinese and English, and gives a brief account of the basic situation of the two textbooks selected in this paper: < beginning 1 > and < Jian 1 >. Third, fourth. Five chapters are important chapters of this paper, in this chapter, the author from the writing framework design. The three parts of writing content design and writing exercise design have carried on the contrast analysis to the two textbooks. The writing frame design includes writing style and setting analysis of each class / unit; The content design part includes text, topic, annotation and translation, as well as comparative analysis of cultural supplementary knowledge. The part of writing exercises design is divided into exercise volume and exercise type of two aspects of comparative analysis. After each part, the author has made a conclusion on the comparison of this part. And summed up the two textbooks can learn from each other. In the 6th chapter, the author summarized the conclusions of each part above. This paper analyzes and summarizes the advantages and disadvantages of the two textbooks, combs and summarizes the full text, analyzes the research value and deficiency of this paper, and puts forward some suggestions for the next research.
【學(xué)位授予單位】：北京外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.4

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