本文關(guān)鍵詞： 語義協(xié)商 類型分布 對外漢語口語教學(xué)　出處：《中央民族大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：在最近的幾十年中,國內(nèi)外第二語言習(xí)得研究者從不同層次探討了協(xié)商互動對語言習(xí)得的影響。研究表明,學(xué)習(xí)者之間、學(xué)習(xí)者與母語者之間、學(xué)生與教師之間的語義協(xié)商可以促進(jìn)學(xué)生對目的語形式的注意、也可以增加可理解性輸入以及可了解性輸出。然而,對于語義協(xié)商的研究多限于英語作為第二語言的習(xí)得的研究,卻鮮有漢語作為第二語言的語義協(xié)商研究�；诖�,本文研究漢語作為第二語言習(xí)得的語義協(xié)商,探討在不同任務(wù)中語義協(xié)商的類型的分布以及語義協(xié)商的效度,最后探討如何將語義協(xié)商同對外漢語口語教學(xué)結(jié)合起來。 該研究從中央民族大學(xué)共抽取了十六名母語非中文的外國留學(xué)生作為被試參加了測試。測試任務(wù)及內(nèi)容為三部分：a.回答問題。b.尋找圖片差異。c.圖形描述。所有的對話都以錄音的方式記錄下來并轉(zhuǎn)換成文字,最后統(tǒng)計(jì)出每對被測對象在完成對話任務(wù)的時(shí)候所使用的語義協(xié)商的數(shù)量和類型,然后進(jìn)行統(tǒng)計(jì)學(xué)分析。最后,筆者還分析了語義協(xié)商的效度。 研究發(fā)現(xiàn),初級學(xué)習(xí)者語義協(xié)商的類型有：a.語義澄清b.理解確定c.表達(dá)檢測。語義協(xié)商也產(chǎn)生了三種不同的效用：a.可理解性輸入；b.形式注意；c.可理解性輸出。最后,筆者還針對如何將語義協(xié)商同對外漢語口語教學(xué)結(jié)合起來提出了一些建議。
[Abstract]:In recent decades, researchers at home and abroad have explored the effects of negotiation on language acquisition at different levels. Semantic negotiation between students and teachers can promote students' attention to the form of the target language, as well as increase comprehensible input and comprehensible output. The study of semantic negotiation is limited to the acquisition of English as a second language, but there is little research on semantic negotiation of Chinese as a second language. Based on this, this paper studies the semantic negotiation of Chinese as a second language acquisition. This paper discusses the distribution of semantic negotiation types and the validity of semantic negotiation in different tasks, and finally discusses how to combine semantic negotiation with oral Chinese teaching as a foreign language. In this study, a total of 16 foreign students whose mother tongue is not Chinese were selected from the Central University for nationalities as subjects. The task and content of the test are three parts: A. answering questions. B. looking for picture differences. All the conversations are recorded and translated into text. Finally, the number and type of semantic negotiation used by each pair of subjects to complete the dialogue task are statistically analyzed. Finally, the validity of semantic negotiation is analyzed. It is found that the types of semantic negotiation for primary learners are: A. semantic clarification, b. Understanding determination, c. Expression detection. Semantic negotiation also produces three different effects: A. comprehensible input, formal attention, comprehensible output. Finally, The author also puts forward some suggestions on how to combine semantic negotiation with oral Chinese teaching as a foreign language.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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