本文選題：語篇　切入點：銜接　出處：《吉林大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著我國綜合國力的日益提高，我國的國際地位也有了顯著的提升，近年來在世界上掀起了一陣“漢語熱”，在對外漢語教學(xué)中，針對學(xué)習(xí)者的漢語基礎(chǔ)和水平，將學(xué)習(xí)者分為了初，中，高三個級別。其中中級漢語學(xué)習(xí)者的水平處于三個級別中的中間階段，雖然掌握了基本的語法知識，積累了一定的詞匯量，相比于初級學(xué)習(xí)者來說，組詞造句都已經(jīng)更熟練，但是在大段大段的中文的表達(dá)時，卻仍然會出現(xiàn)這樣那樣的問題，1根據(jù)馬明艷在《面向?qū)ν鉂h語教學(xué)的漢語語篇研究》中，對中級漢語學(xué)習(xí)者的語料進(jìn)行偏誤分析，發(fā)現(xiàn)中級漢語學(xué)習(xí)者無論是書面還是口頭表達(dá)都會犯大量語篇銜接的錯誤。例如：“去年六月，我從韓國到中國上海機(jī)場，可沒有人接我來。此時，我?guī)е?0公斤的米袋兒似的行李辛辛苦苦地坐汽車到紹興”�！拔椰F(xiàn)在再看當(dāng)時的照片，我的口邊帶著笑容，多么美好的時光啊！這一天給了我難忘的回憶�！边@兩個句子都是時間指稱用錯，在以回憶的視角敘述以前發(fā)生的事情，所以“此時，這一天”明顯用錯。還有比如“那時候，她說她想學(xué)韓語，我當(dāng)時高興的不得了，因為一直想找一個中國朋友，那時候，立刻就答應(yīng)她了”“這里韓國的生活被時間所驅(qū)使，該做的事情也很多，我要休息一會兒，但是最近不可能�！边@兩個例子分別是時間指稱和地點指稱的重復(fù)，使得表達(dá)顯得非常的Up嗦1。通過對中級漢語學(xué)習(xí)者語篇銜接方式運用偏誤表現(xiàn)的考察，2馬明艷得出一個重要結(jié)論：即漢語學(xué)習(xí)者語篇能力的提高不是自然習(xí)得的，，不是通過掌握了一定的詞匯量和基本的語法知識就能顯著提升的。需要進(jìn)行專門的教學(xué)和訓(xùn)練2。而縱觀我國現(xiàn)行對外漢語口語教材，對于語篇的訓(xùn)練在中高級才出現(xiàn)一些，而且不是系統(tǒng)的設(shè)置出來，是和其他考察雜糅在了一起，這樣下去，對于提高對外漢語教學(xué)效率，加快提升漢語學(xué)習(xí)者的表達(dá)能力，沒有任何益處，只會耽誤。所以針對語篇教學(xué)，對于現(xiàn)行教材的編寫及時提出合理化的建議，是十分必要的。本文選取了對外漢語中級口語教材為研究對象，從語篇分析的角度，對教材中課文里語篇銜接要素的分布情況進(jìn)行統(tǒng)計和分析，并且分析了課后練習(xí)的編寫設(shè)置，.同時肯定了部分教材通過在課后練習(xí)中添設(shè)語氣朗讀和音調(diào)辨別的題目。重視語音教學(xué)的做法，因為語音清晰，語氣正確，也是構(gòu)成語篇形式上連貫的重要因素。在分析教材的過程中，本文提出了希望教材單獨列出課文作為教授語篇銜接知識的例文，在銜接處加上標(biāo)記，并給予詳細(xì)的解釋，讓學(xué)生對語篇銜接手段有一個直觀的印象，理性的認(rèn)知。同時配合大量的成套練習(xí)，從利用語篇完型填空來考察詞義關(guān)系的銜接方式，到考察具有邏輯關(guān)系銜接作用的連詞和固定格式的利用下列詞語完成對話形式，再到在題干中清晰標(biāo)明“盡量多使用各種銜接方式”并給出例句的成段表達(dá)練習(xí)，都可以讓學(xué)生更好的得到語篇能力的鍛煉。
[Abstract]:With China's overall national strength increasing, China's international status has been significantly improved in recent years in the world set off a "Chinese fever", in foreign language teaching, for learners of the Chinese and the level of learners will be divided to early, high intermediate level. The level of Chinese learners in the middle stage of three levels, although master basic grammar knowledge, accumulated a certain amount of vocabulary, compared to the primary learners, words are more skilled, but in a large section of the Chinese expression, but still appear such problems 1, according to Ma Mingyan for teaching Chinese as a foreign language in the Chinese text of < >, the error analysis of intermediate Chinese learners of intermediate Chinese learners' corpus, found either in written or oral form can make a lot of Cohesion Errors For example: "last June, I Chinese to Shanghai airport from South Korea, but no one to meet me. At this time, I took like 40 kilograms of rice like luggage cart by car to Shaoxing." "I look at pictures at that moment, I smiled, what a wonderful time ah! This day gave me unforgettable memories." the two sentences are wrong that occur in the past time, narrative perspective with memories of things, so at this time, this day "obviously wrong. For example," at that time, she said she would like to learn Korean, I was happy no, because I want to find a friend China, at that time, immediately promised her "this is life in South Korea by time driven, there are many things to do, I have to rest for a while, but recently impossible. Two examples of this are the time and place of the alleged repeated allegations, which The expression of Up is very long winded 1. through the study of the Chinese intermediate cohesion means of error performance of the 2, Ma Mingyan draws an important conclusion that the Chinese learners' discourse ability is not natural acquisition, not by mastering a certain vocabulary and basic grammar knowledge can significantly enhance the need. The special teaching and training of 2. in China's current foreign language textbooks of spoken discourse, for training in the senior to some, but not the system set out, and the other is study mixed together, like this, for improving the efficiency of teaching Chinese as a foreign language, to speed up the promotion ability to express Chinese learners. There is no benefit, will only delay. So in the discourse teaching, for the preparation of textbooks timely put forward reasonable suggestions, is very necessary. This paper selects the foreign language Level of oral English textbooks as the research object, from the perspective of discourse analysis, statistics and analysis of the teaching materials in the text cohesion factor distribution, and analysis of the writing set, after-school practice. At the same time will certainly part of the textbooks by reading set tone in the after-school practice and pitch discrimination problem. Pay attention to pronunciation teaching because, clear voice, tone, constitute an important factor in forms of discourse coherence. In the analysis of teaching materials, teaching materials are presented in this paper to separate lists of texts as professor of cohesion knowledge samples, labeled in connection with, and give a detailed explanation, let the students have an intuitive the impression of cohesion, rational cognition. At the same time with a large number of sets of exercises, from the use of textual cohesion way cloze test to examine the semantic relation, to examine the logical links for Using conjunctions and fixed forms to complete dialogue forms by using the following words, and then clearly marking "using as many ways as possible" and giving examples of segmental expression exercises in the questions, all of them can enable students to get the exercise of discourse ability better.

【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.4

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