本文選題：口語流利性 + 非流利現(xiàn)象��； 參考：《南京師范大學(xué)》2013年碩士論文

【摘要】：在對外漢語教學(xué)界,針對外國學(xué)生漢語口語的非流利現(xiàn)象的研究極少。本文基于語料庫,采用統(tǒng)計和分析的方法,從定性和定量兩方面對中級階段外國學(xué)生漢語口語的非流利現(xiàn)象進行研究。 在前人研究分類和充分分析語料的基礎(chǔ)之上,口語的非流利現(xiàn)象分為停頓、添加、重復(fù)和自我修正四大類。停頓包括分句或句子中以及分句或句子分界處的停頓,分句或句子中的停頓細分為主語和謂語間的停頓、謂語動詞和賓語間的停頓、謂語動詞和補語間的停頓,定語和中心語間的停頓以及狀語和中心語間的停頓；添加分為添加無意義的音節(jié)或音節(jié)組合、添加有意義的詞或短語,添加求助性的句子以及由于生理因素而產(chǎn)生的添加；重復(fù)分為語素、詞語、短語和分句的重復(fù)以及“拖腔”這一特例現(xiàn)象；自我修正包括錯誤修正、恰當修正和重構(gòu)修正,錯誤修正分為錯誤語音、錯誤詞匯和錯誤語法修正,恰當修正分為恰當調(diào)序、恰當替換、恰當添加和恰當刪除修正,重構(gòu)修正包括重構(gòu)意義和重構(gòu)形式修正。 對30位處于漢語中級學(xué)習階段的外國學(xué)生口語表達中的非流利現(xiàn)象進行考察后發(fā)現(xiàn),添加是學(xué)生最常出現(xiàn)的非流利現(xiàn)象,其中以添加無意義的音節(jié)或音節(jié)組合的出現(xiàn)次數(shù)最多,此外還常添加“那個”、“還有”和“然后”這三個詞或詞組。學(xué)生的停頓常出現(xiàn)在分句或句子的分界處,而對于分句或句子中的停頓,涉及到主要成分的主語和謂語間的停頓以及謂語動詞和賓語間的停頓較多。詞語的重復(fù)最常出現(xiàn),詞語中實詞的重復(fù)遠多于虛詞的重復(fù),實詞中以動詞、代詞和名詞的重復(fù)居多,語素的重復(fù)均是構(gòu)成詞語的第一個語素的重復(fù),短語的重復(fù)以主謂短語的重復(fù)最為常見。學(xué)生進行錯誤修正后的正確率很高,在錯誤修正中以錯誤詞匯修正出現(xiàn)最多,進行恰當修正時,學(xué)生最常采用的是恰當添加修正,至于重構(gòu)修正,學(xué)生對語言形式的重構(gòu)遠多于對意義的重構(gòu)。 在考察性別差異時發(fā)現(xiàn),男女學(xué)生在自我修正現(xiàn)象上存在差異。由于女性更加追求語言的準確性,所以女生的自我修正現(xiàn)象要多于男生。 在教學(xué)策略上,教師和學(xué)生意識上要重視非流利現(xiàn)象,行動上要加強流利性訓(xùn)練,并且教師應(yīng)有意識地針對不同性別的學(xué)生進行訓(xùn)練。其次在口語測試中,教師應(yīng)建立量化評價體系,對口語的流利性進行客觀評價。
[Abstract]:In the field of teaching Chinese as a foreign language, there is little research on the phenomenon of non-fluency in spoken Chinese for foreign students. Based on the corpus, this paper studies the phenomenon of non-fluency in the spoken Chinese of foreign students in intermediate stage from the qualitative and quantitative aspects by means of statistical and analytical methods. On the basis of classifying and analyzing the corpus, the phenomenon of non-fluency in oral English is divided into four categories: pause, addition, repetition and self-correction. A pause includes a pause in a clause or sentence and at the boundary of a clause or sentence, a pause in a clause or sentence is subdivided into a pause between the subject and predicate, a pause between a predicate verb and an object, and a pause between a predicate verb and a complement. The pauses between attributive and central words, and the pauses between adverbial and central words, are divided into adding meaningless syllable or syllable combination, adding meaningful words or phrases, adding help-seeking sentences and adding due to physiological factors. Repetition is divided into morpheme, word, phrase and clause repetition and the phenomenon of "drawback"; Self-correction includes error correction, proper correction and reconstruction correction, error correction is divided into incorrect pronunciation, incorrect vocabulary and incorrect grammar correction. Proper revision includes proper ordering, proper substitution, appropriate addition and proper deletion, and refactoring includes refactoring meaning and refactoring form correction. Based on the investigation of the non-fluency in spoken language expression of 30 foreign students in the intermediate stage of Chinese learning, it is found that addition is the most common non-fluency phenomenon, and the most frequent phenomenon is the addition of meaningless syllable or syllable combination. In addition, three words or phrases, "that", "and" then "are often added. The pauses of students often occur at the boundary of clauses or sentences, but for the pauses in clauses or sentences, there are more pauses between the subjects and predicates of the main components and between predicate verbs and objects. The repetition of words is the most common, the repetition of notional words is far more than that of function words, the repetition of verbs, pronouns and nouns is the most common in notional words, and the repetition of morpheme is the first morpheme of a word. Repetition of phrases is most common in subject-predicate phrases. The correct rate of students after error correction is very high. In the error correction, the error vocabulary correction appears most frequently. When the correct correction is made, the students most often use the correct addition correction, as for the reconstruction correction, the most common way for students to correct the error correction is to add the correct correction. The students' reconstruction of language form is much more than the reconstruction of meaning. It is found that there are differences in self-correction between male and female students. Since women are more likely to pursue language accuracy, girls tend to have more self-correction than boys. In teaching strategies, teachers and students should pay attention to the phenomenon of non-fluency in consciousness, strengthen fluency training in action, and teachers should consciously train students of different genders. Secondly, teachers should set up a quantitative evaluation system to evaluate oral fluency objectively.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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本文編號：2092978