【摘要】：中級(jí)口語(yǔ)是留學(xué)生口語(yǔ)學(xué)習(xí)中一個(gè)非常重要的階段,這不僅是對(duì)初級(jí)階段學(xué)習(xí)的知識(shí)的強(qiáng)化,而且為口語(yǔ)的進(jìn)一步提高打下基礎(chǔ)。課堂教學(xué)是學(xué)生語(yǔ)言學(xué)習(xí)的重要環(huán)節(jié),師生的言語(yǔ)互動(dòng)是開展課堂教學(xué)的基本方式。它有利于提高學(xué)生的學(xué)習(xí)興趣,培養(yǎng)學(xué)生的交際能力。本研究主要采用課堂觀察了解中級(jí)漢語(yǔ)口語(yǔ)課課堂互動(dòng)現(xiàn)狀,對(duì)真實(shí)的中級(jí)漢語(yǔ)口語(yǔ)課進(jìn)行錄音,對(duì)錄音材料進(jìn)行文字轉(zhuǎn)錄,再就轉(zhuǎn)錄內(nèi)容進(jìn)行統(tǒng)計(jì)分析。統(tǒng)計(jì)和分析從課堂活動(dòng)、教師語(yǔ)言和學(xué)生語(yǔ)言三個(gè)方面展開。其中課堂活動(dòng)是從教學(xué)內(nèi)容、互動(dòng)形式、話語(yǔ)內(nèi)容和話題控制四個(gè)維度進(jìn)行分析,教師語(yǔ)言是從教師話語(yǔ)量、語(yǔ)言選擇、語(yǔ)言特點(diǎn)、教師提問(wèn)和教師反饋五個(gè)維度進(jìn)行描述,而其中的教師語(yǔ)言特點(diǎn)又從教師詞匯密度、教師語(yǔ)速和T-unit平均長(zhǎng)度三個(gè)方面進(jìn)行描述。學(xué)生語(yǔ)言是從學(xué)生話語(yǔ)量和語(yǔ)言選擇兩個(gè)維度進(jìn)行統(tǒng)計(jì)分析。本文還采用問(wèn)卷調(diào)查了課堂互動(dòng)的效果。在此基礎(chǔ)上總結(jié)中級(jí)漢語(yǔ)口語(yǔ)課課堂師生互動(dòng)情況,并對(duì)構(gòu)成良好課堂互動(dòng)提出建議。以期提高中級(jí)漢語(yǔ)口語(yǔ)課的效率,也希望為漢語(yǔ)教師提供教學(xué)參考。本論文的第一章說(shuō)明了選題緣由,對(duì)相關(guān)概念進(jìn)行了界定,論述了研究意義和目的,并對(duì)課堂互動(dòng)的研究文獻(xiàn)進(jìn)行了綜述。希望本文通過(guò)對(duì)對(duì)外漢語(yǔ)課堂互動(dòng)式教學(xué)的描述,為漢語(yǔ)教學(xué)的研究提供背景和參照,同時(shí)介紹了本研究的研究設(shè)計(jì)和研究方法,確定了研究對(duì)象。第二章和第三章是本文的主體部分。第二章對(duì)課堂錄音轉(zhuǎn)寫的文本進(jìn)行統(tǒng)計(jì),分別從課堂活動(dòng)、教師語(yǔ)言和學(xué)生語(yǔ)言三個(gè)方面對(duì)中級(jí)漢語(yǔ)口語(yǔ)課課堂互動(dòng)現(xiàn)狀進(jìn)行了描述。第三章對(duì)問(wèn)卷進(jìn)行了統(tǒng)計(jì)分析,從課堂教學(xué)效果、課堂文化描述、教師課堂行為和學(xué)生課堂參與狀況四個(gè)方面描述了中級(jí)漢語(yǔ)口語(yǔ)課課堂互動(dòng)效果。第四章總結(jié)全文,并就構(gòu)成良好課堂互動(dòng)提出建議。研究結(jié)果表明,來(lái)疆留學(xué)生中級(jí)漢語(yǔ)口語(yǔ)課師生言語(yǔ)互動(dòng)比率高,課堂活動(dòng)略有差異;教師話語(yǔ)量遠(yuǎn)遠(yuǎn)多于學(xué)生,師生多使用漢語(yǔ),較少使用媒介語(yǔ);教師提問(wèn)較多,給予的反饋多使用解釋、重復(fù)和追問(wèn)的方式,學(xué)生提問(wèn)較少;教師語(yǔ)速和T—unit平均長(zhǎng)度適合學(xué)生理解,詞匯密度略高。最后,就構(gòu)建良好的課堂互動(dòng)提出一些建議,建議增加師組互動(dòng);加大可理解的輸入,同時(shí)注重有效的語(yǔ)言輸出;降低教師詞匯密度;教師反饋形式多樣化,并增加正面評(píng)價(jià)的概率。
[Abstract]:The intermediate oral language is a very important stage in the oral English study, which is not only the strengthening of the knowledge of the primary stage, but also the foundation for the further improvement of the oral language. Classroom teaching is an important part of the students' language learning, and the language interaction between teachers and students is the basic way to carry out the classroom teaching. It is beneficial to the improvement of the students' learning interest and the ability of the students to communicate. This study mainly uses the classroom observation to understand the current situation of the middle-level Chinese oral English class, recording the real middle-level Chinese oral course, carrying out character transcription on the recording material, and carrying out statistical analysis on the transcribed content. Statistics and analysis are carried out in three aspects: classroom activity, teacher's language and student's language. in which, the classroom activity is analyzed from the four dimensions of the content, the form of interaction, the content of the discourse and the subject control, and the teacher's language is described from the five dimensions of the amount of the teacher's words, the language selection, the language characteristics, the teacher's question and the teacher's feedback. The language characteristics of the teachers are described in terms of the teacher's vocabulary density, the teacher's speed and the T-unit average length. The students' language is the statistical analysis of the two dimensions of the students' speech amount and the language selection. In this paper, the effect of classroom interaction is also investigated. On the basis of this, we sum up the interaction between the teachers and students in the intermediate-level Chinese oral course, and make some suggestions on the interaction of the good class. In order to improve the efficiency of the intermediate-level Chinese oral course, it is also desirable to provide the teaching reference for Chinese teachers. The first chapter of this thesis explains the reason of the topic, defines the relevant concepts, discusses the significance and purpose of the research, and reviews the study of the classroom interaction. It is hoped that this paper will provide background and reference for the study of Chinese teaching through the description of the interactive teaching of Chinese as a foreign language. At the same time, the research design and research methods of this study are introduced, and the research object is determined. The second chapter and the third chapter are the main part of this paper. In the second chapter, the paper makes statistics on the text of the classroom recording, and describes the interactive status of the intermediate-level Chinese oral course from three aspects: the classroom activity, the teacher's language and the student's language. The third chapter carries on the statistical analysis of the questionnaire, from the classroom teaching effect, the class culture description, the teacher's class behavior and the student's class participation condition four aspects, the middle-level Chinese oral class interaction effect is described. The fourth chapter is to sum up the full text and make suggestions on the formation of good class interaction. The results of the study show that there is a high degree of verbal interaction between the Chinese and the students in the middle and the middle of Xinjiang, and there is a slight difference in the activity of the classroom; the amount of the teacher's discourse is much higher than that of the students, and the teachers and students use the Chinese and the medium language is less; the teachers ask more questions and give more feedback to the explanation. In the way of repetition and inquiry, the students have fewer questions; the average length of the teacher's speed and the T-unit is suitable for students to understand, and the density of the words is slightly higher. Finally, some suggestions are put forward on the construction of good classroom interaction. It is suggested to increase the interaction of the teacher group, to increase the understandable input, to pay attention to the effective language output, to reduce the teacher's vocabulary density, to diversify the feedback form of the teachers and to increase the probability of positive evaluation.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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