外國漢語學習者的漢語水平及其漢語語用能力的關系
發(fā)布時間：2018-10-22 08:34
【摘要】：本論文旨在探討中國環(huán)境下以漢語為外語的外國學習者的漢語水平及其中介語語用能力之間的關系，揭示不同水平的漢語學習者在言語行為（請求，，拒絕和道歉等）、慣例用語、會話含義三個成分的語用能力是否有差異，并嘗試解釋該結果。共90名三組不同漢語水平的外國漢語學習者參加了一次包含以上三個語用成分的語用測試。結果顯示漢語水平最高的一組外國學生在所有的三個成分上的平均分都是三組中最高的，三組不同漢語水平的外國漢語學習者在會話含義和言語行為上的語用能力都有顯著差異，但在慣例用語環(huán)節(jié)的測試中只有高水平組和低水平組之間存在顯著差異。這一結果表明外國漢語學習者的語用能力的不同成分的發(fā)展不平衡；語言水平的發(fā)展對語用能力的發(fā)展有影響，但不起決定作用。外語學習者的中介語語用能力的發(fā)展是多方面因素共同作用的復雜的過程。 為解釋該結果，研究者對參加本研究的所有外國的漢語學習者進行了問卷調查，調查他們在對語用能力的發(fā)展有影響的其他因素方面的情況，并對三個不同水平組的學生進行了非正式的訪談。結果表明，這三組學生在漢語語用方面接受的老師的授課情況和語言的輸入情況都大不相同。其中中等水平的學生受到在課堂上關于語用知識的輸入比其他兩個組更多。學生的漢語老師們在課堂內的教學內容和教學方式上的差異很大程度上影響著學生中介語語用能力發(fā)展的方向和進程。
[Abstract]:The purpose of this study is to explore the relationship between Chinese proficiency and interlanguage pragmatic competence of foreign learners using Chinese as a foreign language in China, and to reveal the conventional language expressions of Chinese learners at different levels in speech acts (request, refusal, apology, etc.). Whether there are differences in pragmatic competence among the three components of conversational implicature and try to explain the result. A total of 90 foreign Chinese learners with different levels of Chinese took part in a pragmatic test. The results showed that the average scores of the three components of the foreign students with the highest proficiency in Chinese were the highest among the three groups. There are significant differences in the pragmatic competence of the three groups of foreign Chinese learners in conversational implicature and speech act, but there are only significant differences between the high level group and the low level group in the test of routine language use. The results show that the development of different components of pragmatic competence of foreign Chinese learners is not balanced, and the development of language proficiency has an impact on the development of pragmatic competence, but it does not play a decisive role. The development of interlanguage pragmatic competence of foreign language learners is a complex process of multiple factors. To explain the results, the researchers conducted a questionnaire survey among all foreign Chinese learners who participated in the present study, and investigated their information on other factors that had an impact on the development of pragmatic competence. The students of three different level groups were interviewed informally. The results show that the teachers' teaching and language input are very different in the three groups. The middle-level students received more input of pragmatic knowledge in the classroom than the other two groups. To a great extent, the differences in the teaching content and teaching methods of Chinese teachers in the classroom affect the direction and process of the development of students' interlanguage pragmatic competence.
【學位授予單位】：廣東外語外貿大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195
[Abstract]:The purpose of this study is to explore the relationship between Chinese proficiency and interlanguage pragmatic competence of foreign learners using Chinese as a foreign language in China, and to reveal the conventional language expressions of Chinese learners at different levels in speech acts (request, refusal, apology, etc.). Whether there are differences in pragmatic competence among the three components of conversational implicature and try to explain the result. A total of 90 foreign Chinese learners with different levels of Chinese took part in a pragmatic test. The results showed that the average scores of the three components of the foreign students with the highest proficiency in Chinese were the highest among the three groups. There are significant differences in the pragmatic competence of the three groups of foreign Chinese learners in conversational implicature and speech act, but there are only significant differences between the high level group and the low level group in the test of routine language use. The results show that the development of different components of pragmatic competence of foreign Chinese learners is not balanced, and the development of language proficiency has an impact on the development of pragmatic competence, but it does not play a decisive role. The development of interlanguage pragmatic competence of foreign language learners is a complex process of multiple factors. To explain the results, the researchers conducted a questionnaire survey among all foreign Chinese learners who participated in the present study, and investigated their information on other factors that had an impact on the development of pragmatic competence. The students of three different level groups were interviewed informally. The results show that the teachers' teaching and language input are very different in the three groups. The middle-level students received more input of pragmatic knowledge in the classroom than the other two groups. To a great extent, the differences in the teaching content and teaching methods of Chinese teachers in the classroom affect the direction and process of the development of students' interlanguage pragmatic competence.
【學位授予單位】：廣東外語外貿大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195
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1 周高宇;;關于面向海外漢語學習者的漢語考試[J];漢語學報;2009年03期
2 張婧;;美國漢語學習者漢語學習策略初探[J];開封大學學報;2011年03期
3 朱雯靜;王建勤;;跨文化族群的認同比較研究與漢語傳播策略[J];云南師范大學學報(對外漢語教學與研究版);2012年03期
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