發(fā)布時間：2018-05-05 17:43

  本文選題：留學生 + 初級階段��； 參考：《上海外國語大學》2013年碩士論文

【摘要】：對外漢語的教學目的是培養(yǎng)學習者運用漢語進行交際的能力，這種能力不單單是對詞語意義的理解，更是對言語技能的掌握，因此對學習者語篇銜接能力的培養(yǎng)顯得尤為重要。但在實際的教學過程中，語篇銜接教學的開展并不令人滿意，尤其在漢語學習的初級階段，因?qū)W習者所學知識有限，教師往往忽視語篇銜接的教學。但是，通過教學實踐，筆者發(fā)現(xiàn)在華的初級階段留學生常常想要表達一段話，而非孤零零的一句話，這說明初級階段語篇銜接教學的開展是非常有必要的且應該的。筆者在查閱了語篇銜接教學的相關文獻后發(fā)現(xiàn)，有關語篇銜接理論研究的著作及論文較多，而有關語篇銜接實踐教學的卻很少，即使有也多集中在中、高級的寫作方面。故筆者希望通過對留學生的語篇偏誤分析設計教學實驗，來探索在對外漢語教學的初級階段進行語篇銜接教學的有效途徑。 本論文共分五章，各章的主要內(nèi)容如下： 第一章為緒論，主要交代本論文的一些基本情況：1.界定了本論文的研究范圍及對象，即本論文研究的“語篇”是指一段表達一個完整信息、前后連貫、具有一定表達或交流目的和功能的語言單位，而不是零星的只言片語；“初級階段”的留學生是指在華學習過一個學期，正在進行第二學期學習的學生。2.本論文的選題緣由、理論基礎、研究方法以及研究目的等。 第二章為語篇銜接理論指導下的語料分析。首先回顧了語篇銜接理論的提出，我國語篇銜接理論的研究及其在對外漢語教學中的應用。然后結合實際教學中搜集到的語料進行偏誤分析，找出初級階段留學生常見的銜接偏誤類型。 第三章為語篇課堂教學的實驗設計。在第二章的基礎上，確定實驗目的、對象后并對實驗教學的過程及“展示——演繹——識別——重現(xiàn)——生成”的對策進行了詳細的展示。 第四章是實驗測試及分析，是對第三章實驗教學結果的檢驗。通過對實驗班（A班）與其平行班（B班）期末作文中使用到的銜接手段的對比分析，證明初級階段的語篇銜接教學可行并有效，可為中、高級階段的漢語學習打下良好的基礎。 第五章是教學建議和本研究的不足。在實驗的過程中，筆者發(fā)現(xiàn)了一些有關教材等方面的問題，在此提出個人的一些淺薄的建議，以期對漢語教學有所幫助。此外，筆者深知本實驗依然存在很多不足之處，首先，樣本數(shù)量太少且集中在一個學校，其代表性受到一定影響。其次，本實驗選取的語料未做國籍劃分，主要是針對現(xiàn)階段國內(nèi)漢語教學及教材不分國籍的現(xiàn)狀。事實上，不同國籍，不同母語的學生對漢語語篇銜接手段的掌握情況是否相同是很值得研究的，但由于筆者手中語料有限，沒有深入展開。再次，，限于筆者精力有限等諸多方面因素的影響，無法做到全程監(jiān)控，只好節(jié)選部分環(huán)節(jié)分析實驗效果，無疑會削弱實驗的科學性。
[Abstract]:The purpose of teaching Chinese as a foreign language is to cultivate learners' ability to communicate with Chinese. This ability is not only to understand the meaning of words, but also to master the language skills, so it is particularly important for learners to cultivate the ability of text cohesion. However, in the actual teaching process, the development of discourse cohesion teaching is not satisfactory, especially in the initial stage of Chinese learning, because the learners have limited knowledge, teachers often ignore the teaching of text cohesion. However, through teaching practice, the author finds that foreign students in the primary stage in China often want to express a paragraph rather than a single sentence, which shows that the development of discourse cohesion teaching in the primary stage is very necessary and should be carried out. After consulting the relevant literature of discourse cohesion teaching, the author finds that there are more works and papers on discourse cohesion theory, but few on practical teaching of discourse cohesion, even if there are more on middle and advanced writing. Therefore, the author hopes to explore the effective way of discourse cohesion teaching in the primary stage of teaching Chinese as a foreign language by analyzing and designing teaching experiments on foreign students' discourse bias. This paper is divided into five chapters, the main contents of each chapter are as follows: The first chapter is the introduction, mainly explains some basic situation of this paper: 1. This paper defines the scope and object of this thesis, that is, "discourse" in this thesis refers to a language unit which expresses a complete message, coherently, and has a certain purpose and function of expression or communication, rather than a piecemeal phrase. "Primary stage" students are students who have studied in China for one semester and are studying in the second semester. The reason, the theoretical basis, the research method and the research purpose of this thesis. Chapter two is the corpus analysis under the guidance of discourse cohesion theory. Firstly, the author reviews the theory of discourse cohesion, the research of Chinese cohesion theory and its application in teaching Chinese as a foreign language. Then combining with the actual data collected in the teaching to analyze the errors and find out the common types of cohesion errors in the primary stage of foreign students. The third chapter is the experimental design of discourse classroom teaching. On the basis of the second chapter, the purpose of the experiment is determined, and the course of the experiment teaching and the countermeasures of "show-deduction-recognization-reproducing" are presented in detail. The fourth chapter is the experiment test and analysis, is the third chapter experiment teaching result test. Through the contrastive analysis of the cohesive devices used in the final composition of the experimental class (class A) and its parallel class (class B), it is proved that the teaching of textual cohesion in the primary stage is feasible and effective, and can lay a good foundation for the study of Chinese in the middle and advanced stages. The fifth chapter is the teaching suggestion and the insufficiency of this research. In the course of the experiment, the author finds some problems in teaching materials and puts forward some personal suggestions in order to help the teaching of Chinese. In addition, the author knows that there are still many shortcomings in this experiment. First, the sample size is too small and concentrated in a school, and its representativeness is affected to a certain extent. Secondly, the selected corpus is not divided into different nationalities, which is mainly aimed at the present situation of Chinese teaching and teaching materials in China. As a matter of fact, it is worth studying whether the students of different nationalities and different mother tongue have the same grasp of the cohesive devices in Chinese discourse. However, due to the limited corpus in the author's hand, there is no further development. Thirdly, limited to the influence of many factors, such as limited energy, it is impossible to monitor the whole process, so we have to select some links to analyze the effect of the experiment, which will undoubtedly weaken the scientific nature of the experiment.
【學位授予單位】：上海外國語大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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