本文選題：對外漢語教學(xué) + 教師話語�。� 參考：《蘭州大學(xué)》2013年碩士論文

【摘要】：本文是在以促進(jìn)學(xué)生語言輸出為目的的教師話語研究,主要探討教師基本話語、提問、反饋和協(xié)商等四個方面對學(xué)生的口語輸出的影響。 全文分為四個部分。 緒論主要介紹筆者的研究背景和文獻(xiàn)綜述：國外漢語教學(xué)屬于非目的語環(huán)境教學(xué),漢語學(xué)習(xí)者只有課堂能夠提供給他們唯一的漢語實踐機(jī)會。這是影響國外漢語學(xué)習(xí)者與國內(nèi)留學(xué)生漢語水平差距的重要因素。因此,本研究旨在教師能有效利用自身話語,促進(jìn)課堂上學(xué)習(xí)者對漢語的輸出。筆者將通過對格魯吉亞中小學(xué)漢語課堂的調(diào)查以及課堂實例,對初級漢語課堂上教師話語的有效性以及相應(yīng)學(xué)習(xí)者的輸出狀況進(jìn)行分析。并且,筆者查閱參考的期刊文獻(xiàn)進(jìn)行了歸類概述,一是教師話語與學(xué)生輸出的關(guān)聯(lián)研究,二是促進(jìn)學(xué)生語言輸出的具體相關(guān)策略研究,三是課堂互動中的語言輸出研究。 第一章為該論文的理論依據(jù)和現(xiàn)實問題分析。理論基礎(chǔ)部分中針對教師話語和學(xué)生的語言輸出以及兩者的關(guān)聯(lián),對信息加工理論、二語習(xí)得理論、言語行為理論以及話語分析理論進(jìn)行了簡述。其中,Krashen的可理解輸入假設(shè),Swain的輸出假設(shè)以及Long的交互理論是本文的核心理論,話語分析理論則是筆者用以實證研究的主要理論依據(jù)。其次,分析了非目的語環(huán)境教學(xué)中漢語輸出的現(xiàn)實問題,主要以格魯吉亞的教學(xué)實踐為例。 第二章為研究的主體部分。又分為基本話語、提問、反饋以及協(xié)商四個部分,分別探討了四個類型的教師話語對影響學(xué)生語言輸出的影響。在理論論述的同時加入了語料分析和實例調(diào)查,使研究與筆者實際的教學(xué)情況相結(jié)合,能夠用以啟發(fā)和引導(dǎo)對國外初級漢語課堂的教學(xué)思路。 結(jié)論部分從總體上回顧了此次的研究成果。并且對教師話語得以發(fā)揮作用的條件進(jìn)行了補充,還提出了相關(guān)的教學(xué)建議。
[Abstract]:This paper is a teacher discourse study aimed at promoting students' language output. It mainly discusses the effects of teachers' basic discourse, questioning, feedback and negotiation on students' oral language output. The full text is divided into four parts. The introduction mainly introduces the author's research background and literature review: foreign Chinese teaching belongs to non-target language environment teaching, Chinese learners can only provide them with the only opportunity to practice Chinese. This is an important factor affecting the gap between foreign Chinese learners and foreign students. Therefore, the purpose of this study is to promote the learners' output of Chinese in the classroom. The author will analyze the effectiveness of teacher talk and the output of corresponding learners in primary Chinese classroom through the investigation of Chinese classroom in Georgian primary and secondary schools and classroom examples. In addition, the author makes an overview of the periodical literature that the author refers to. One is the research on the relationship between teacher talk and student output, the other is the research on specific strategies to promote the students' language output, and the third is the study of language output in classroom interaction. The first chapter is the theoretical basis of the paper and the analysis of practical problems. In the theoretical foundation part, the author briefly introduces the theories of information processing, second language acquisition, speech act and discourse analysis in view of the relationship between teacher discourse and students' language output. Among them, the intelligibility input hypothesis and Long's interaction theory are the core theories of this thesis, and discourse analysis theory is the main theoretical basis for empirical research. Secondly, this paper analyzes the practical problems of Chinese output in non-target language environment teaching, mainly taking Georgia's teaching practice as an example. The second chapter is the main part of the study. It is divided into four parts: basic discourse, questioning, feedback and negotiation. It discusses the influence of four types of teacher talk on students' language output. At the same time, the author adds corpus analysis and case investigation to the theoretical discussion, which combines the research with the author's actual teaching situation, and can be used to enlighten and guide the teaching ideas of foreign primary Chinese classes. The conclusion part reviews the research results in general. It also supplements the conditions under which teacher talk can play a role, and puts forward some relevant teaching suggestions.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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本文編號：1842763