【摘要】：課堂教學(xué)是第二語言教學(xué)結(jié)構(gòu)中四大環(huán)節(jié)的中心環(huán)節(jié)，是學(xué)生學(xué)習(xí)和掌握目的語最主要的場所。第二語言課堂上，語言既是教學(xué)的目的，也是教學(xué)的媒介。學(xué)生在課上除了學(xué)習(xí)語言知識(shí)，還通過與老師的話語交流學(xué)習(xí)如何用目的語進(jìn)行交際，繼而達(dá)到語言學(xué)習(xí)的最終目標(biāo)。因此，教室里的一切言語行為對學(xué)生習(xí)得目的語有直接的影響。 本文以深入了解語言課堂為出發(fā)點(diǎn)，采用會(huì)話分析的研究方法對對外漢語初級(jí)口語課進(jìn)行了描寫和分析。首先，通過對真實(shí)課堂的觀察和錄音收集語料，然后進(jìn)行轉(zhuǎn)寫。在轉(zhuǎn)寫過程中，發(fā)現(xiàn)課堂會(huì)話的特點(diǎn)并對其進(jìn)行分析。因?yàn)檎n堂會(huì)話是老師和學(xué)生話語共同組成的，而且，師生的互動(dòng)往往更能為語言學(xué)習(xí)提供機(jī)會(huì)。所以，本文集中關(guān)注老師和學(xué)生之間的語言交流。 為了更充分地展現(xiàn)語料和研究思路，本文從結(jié)構(gòu)和內(nèi)容兩方面入手分析課堂會(huì)話。在結(jié)構(gòu)分析方面，參考了會(huì)話分析中的話輪轉(zhuǎn)換理論，把語料中的話語重疊現(xiàn)象分為五類，把課堂會(huì)話中出現(xiàn)的空格按不同時(shí)長和出現(xiàn)的位置分為六類，從分析兩種現(xiàn)象出現(xiàn)的原因和糾正措施，深入認(rèn)識(shí)師生在課堂上不一樣的角色和地位，并發(fā)現(xiàn)課堂會(huì)話在話輪轉(zhuǎn)換上的特點(diǎn)。在內(nèi)容分析方面，借鑒了第二語言習(xí)得研究一些關(guān)于師生互動(dòng)模式的研究成果，對語料中的意義協(xié)商行為和教師更正性反饋進(jìn)行了描寫并對其產(chǎn)生的效果進(jìn)行分析。研究發(fā)現(xiàn)語料中的意義協(xié)商行為并不一定都能增加學(xué)生輸入或輸出的可理解性，尤其是理解核實(shí)，老師明顯掌控意義協(xié)商的主動(dòng)權(quán)。所以，即使是學(xué)生發(fā)起的意義協(xié)商行為，最后是否達(dá)到目的還是取決于老師。另外，本文對語料中教師更正性反饋出現(xiàn)的不同課堂情境，，發(fā)現(xiàn)六種手法各有不同的分工。但在研究更正效果時(shí)，卻發(fā)現(xiàn)老師運(yùn)用得最多的重述并沒有在實(shí)現(xiàn)更正話步這一方面有顯著的效果。 通過對課堂會(huì)話的仔細(xì)分析，本文得出不少在轉(zhuǎn)寫前沒有預(yù)料到的研究成果。雖然語料收集規(guī)模不足以代表對外漢語口語課堂的普遍面貌，但對于了解語言課堂的運(yùn)作和在下一步進(jìn)行課堂話語與第二語言習(xí)得的相關(guān)研究有一定的參考作用。
[Abstract]:Classroom teaching is the central link of the four links in the second language teaching structure and the most important place for students to learn and master the target language. In the second language classroom, language is not only the purpose of teaching, but also the medium of teaching. In addition to learning language knowledge, students also learn how to communicate with the target language through the exchange of words with the teacher, and then achieve the ultimate goal of language learning. Therefore, all speech acts in the classroom have a direct impact on the acquisition of the target language. This paper describes and analyzes the primary oral Chinese as a foreign language course with the help of conversational analysis. First of all, through the observation and recording of the real class to collect the corpus, and then to transfer. In the process of transliteration, the characteristics of classroom conversation are found and analyzed. Because classroom conversation is composed of teacher and student utterance, the interaction between teachers and students often provides more opportunities for language learning. Therefore, this paper focuses on the language exchange between teachers and students. In order to more fully display the corpus and research ideas, this paper analyzes the classroom conversation from two aspects: structure and content. In the aspect of structure analysis, referring to the theory of turn-around transformation in conversational analysis, we divide the phenomenon of discourse overlap into five categories, and divide the spaces in classroom conversation into six categories according to the different time and position. Based on the analysis of the causes of the two phenomena and the corrective measures, this paper makes a deep understanding of the different roles and positions of teachers and students in the classroom, and finds out the characteristics of classroom conversation in the turn of conversation. In terms of content analysis, this paper draws lessons from some research results on teacher-student interaction model in second language acquisition, describes the meaning negotiation behavior and teachers' corrective feedback in the corpus and analyzes its effect. It is found that the behavior of meaning negotiation in the corpus does not always increase the comprehensibility of the input or output of the students, especially the understanding and verification, and the teacher obviously controls the initiative of meaning negotiation. Therefore, even if the student initiated a meaningful negotiation, whether or not to achieve the goal or not depends on the teacher. In addition, different classroom situations of teachers' corrective feedback in the corpus are found to have different division of labor. However, when we study the correction effect, we find that the restatement, which is used most by the teacher, does not have significant effect in the realization of corrective steps. Through careful analysis of classroom conversation, this paper draws a lot of unexpected research results before transposing. Although the scale of corpus collection is not sufficient to represent the general appearance of spoken Chinese as a foreign language classroom, it is useful for understanding the operation of the classroom and for further research on classroom discourse and second language acquisition.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195.3

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