本文選題：初級(jí)水平 + 交際策略�。� 參考：《中央民族大學(xué)》2013年碩士論文

【摘要】：在第二語(yǔ)言習(xí)得領(lǐng)域,國(guó)外交際策略研究成果頗豐,但以漢語(yǔ)作為第二語(yǔ)言的交際策略研究尚屬起步階段。本文從認(rèn)知心理學(xué)的角度,以Faerch＆Kasper(1983)的交際策略分類框架作為漢語(yǔ)學(xué)習(xí)者交際策略分類的標(biāo)準(zhǔn),通過(guò)訪談、故事轉(zhuǎn)述等方法對(duì)學(xué)習(xí)者的交際行為進(jìn)行實(shí)證調(diào)查,以描寫初級(jí)水平漢語(yǔ)學(xué)習(xí)者交際策略的使用情況。在原貌轉(zhuǎn)寫304分鐘的錄音,得到近40000字語(yǔ)料的基礎(chǔ)上,通過(guò)定量研究與定性分析統(tǒng)計(jì)出漢語(yǔ)學(xué)習(xí)者所使用交際策略的類型,再?gòu)慕浑H任務(wù)、交際環(huán)境、文化社會(huì)等方面對(duì)影響各項(xiàng)交際策略的因素逐一探討,最后將研究結(jié)果應(yīng)用到教學(xué)實(shí)踐中,對(duì)學(xué)習(xí)者使用頻率最高、需求最大的成就策略進(jìn)行教學(xué)設(shè)計(jì)。 本文的研究對(duì)象為初級(jí)水平的漢語(yǔ)學(xué)習(xí)者,采取隨機(jī)抽樣的方法選擇了不同母語(yǔ)背景的被試,使研究更具有廣泛性和普遍性。通過(guò)一對(duì)一訪談和故事轉(zhuǎn)述的方法,在真實(shí)、寬松的交際環(huán)境中記錄、描寫學(xué)習(xí)者的交際策略。研究發(fā)現(xiàn),漢語(yǔ)學(xué)習(xí)者具有交際策略的意識(shí),91%的策略為積極促進(jìn)交際的成就策略,這也反映出漢語(yǔ)學(xué)習(xí)者對(duì)成功交際的需求。9%的縮減策略是影響會(huì)話氛圍和交際質(zhì)量的重要元素,而被試的縮減策略運(yùn)用還不成熟。除了單個(gè)策略的使用外,筆者還發(fā)現(xiàn)漢語(yǔ)學(xué)習(xí)者在真實(shí)交際中有使用復(fù)合策略的情況,其使用量約為總量的10%,這也表明了學(xué)習(xí)者對(duì)多種策略供選擇和調(diào)試的需求。 接著本文從交際任務(wù)、交際環(huán)境、文化社會(huì)因素三方面著手逐一分析影響漢語(yǔ)作為第二言語(yǔ)各項(xiàng)交際策略的因素。研究顯示交際任務(wù)難度系數(shù)大時(shí)被試的交際策略能被更好地激發(fā)；交際環(huán)境越真實(shí),學(xué)習(xí)者關(guān)注意義表達(dá)時(shí),其策略意識(shí)也更強(qiáng)。與英語(yǔ)作為第二語(yǔ)言的研究不同,漢語(yǔ)學(xué)習(xí)者由于母語(yǔ)多為小語(yǔ)種,他們使用母語(yǔ)策略的頻率較低。在多數(shù)研究中停頓策略被忽視了,本研究中該策略使用量位居第二,這與停頓策略的泛語(yǔ)言特性是密不可分。除了上述因素,筆者也發(fā)現(xiàn)隨著E-learning時(shí)代的到來(lái),學(xué)生的求助策略已經(jīng)擴(kuò)展到網(wǎng)絡(luò)、電子詞典、手機(jī)App軟件等領(lǐng)域；而副語(yǔ)言策略的使用中性別則成為主要的影響因素——女生更喜歡通過(guò)肢體、表情等副語(yǔ)言手段來(lái)克服交際障礙。 結(jié)合研究發(fā)現(xiàn),本文從滿足學(xué)生需求和改善交際效果兩方面考慮,將交際策略與教學(xué)結(jié)合。根據(jù)各小類策略使用量的排序和實(shí)踐可操作,筆者提出對(duì)交際策略進(jìn)行分階段由淺入深地隱形教學(xué),以求助策略、副語(yǔ)言策略和中介語(yǔ)策略為例進(jìn)行了有針對(duì)性地教學(xué)設(shè)計(jì)。
[Abstract]:In the field of second language acquisition, there are many achievements in foreign communication strategies, but the study of communication strategies with Chinese as a second language is still in its infancy. This paper, from the perspective of cognitive psychology, takes Faerch & Kaspern's communicative strategy classification framework as the criterion of Chinese learners' communicative strategy classification, and conducts an empirical investigation on learners' communicative behavior by means of interviews, story reporting and other methods. The purpose of this paper is to describe the use of communication strategies of Chinese learners at the primary level. On the basis of the 304-minute recording of the original appearance and the acquisition of nearly 40000 word corpus, the types of communicative strategies used by Chinese learners are analyzed through quantitative and qualitative analysis, and then from the communicative tasks and communication environments, the types of communication strategies used by Chinese learners are analyzed. The cultural and social factors which affect the communication strategies are discussed one by one. Finally, the results are applied to the teaching practice to design the achievement strategies which are the most frequently used and most demanding by the learners. The subjects of this study are Chinese learners at the primary level. The subjects from different mother tongue backgrounds are selected by random sampling method, which makes the study more extensive and universal. By means of one-to-one interviews and story reporting, the learners' communication strategies are recorded and described in a real, relaxed communication environment. It is found that 91% of Chinese learners have the awareness of communicative strategies, and that 91% of the strategies are achievement strategies that actively promote communication. This also shows that the Chinese learners' demand for successful communication. 9% reduction strategy is an important element affecting the conversation atmosphere and communication quality, but the subjects' reduction strategy is not mature. In addition to the use of individual strategies, the author also finds that Chinese learners use compound strategies in real communication, which accounts for about 10% of the total, which also indicates the learners' need for multiple strategies to be selected and debugged. Then this paper analyzes the factors that affect the communication strategies of the second speech from three aspects: communication task, communication environment and cultural and social factors. The study shows that the communicative strategies of the subjects with high communicative task difficulty coefficient can be better stimulated, and the more realistic the communication environment, the stronger the learners' sense of strategy is when they pay attention to the expression of meaning. Different from the study of English as a second language, Chinese learners use their mother tongue strategies less frequently because their mother tongue is mostly a small language. In most studies, pausing strategy is neglected. In this study, the use of pauses is the second, which is closely related to the universal language characteristics of pauses. In addition to the above factors, the author also found that with the arrival of the E-learning era, students' help strategies have been extended to network, electronic dictionary, mobile phone App software and other fields; In the use of paralinguistic strategies, gender is the main influencing factor-girls prefer to overcome communication barriers by means of body, facial expression and other paralinguistic means. In combination with the study, this paper combines communicative strategies with teaching in order to meet students' needs and improve communicative effects. According to the order and practice of the usage of each kind of strategies, the author puts forward that the communicative strategies should be taught from simple to deep in stages, and the teaching design is focused on the help strategies, paralinguistic strategies and interlanguage strategies as examples.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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