初級漢語綜合課語言輸入及效果研究
發(fā)布時(shí)間：2019-05-23 00:54
【摘要】：語言輸入作為第二語言習(xí)得的一個(gè)基本途徑,是影響二語習(xí)得的一個(gè)重要因素。本文主要探討了初級漢語綜合課型中的語言輸入問題,首先介紹了課堂中語言輸入的類型及特點(diǎn),在初級綜合課的教學(xué)中,學(xué)生所接收到的漢語輸入途徑主要有教師語言、教師與學(xué)生之間的互動(dòng)話語、教材及包括板書、多媒體在內(nèi)的其它形式的語言輸入。 為了保證課堂教學(xué)的高效性,我們結(jié)合初級階段學(xué)生的實(shí)際情況及綜合課的性質(zhì)及教學(xué)任務(wù)等各種因素,分析了初級漢語綜合課中各種類型的語言輸入所應(yīng)具有的特點(diǎn)及要求：教師語言對學(xué)生的漢語學(xué)習(xí)最具影響力,為了使其能最大化地服務(wù)于學(xué)生,教師語言在使用上應(yīng)具有可理解性、準(zhǔn)確性、趣味性、啟發(fā)性、復(fù)現(xiàn)性等特征；互動(dòng)話語也是課堂中一種重要的語言輸入類型,理想的師生之間的互動(dòng)話語應(yīng)以可理解性、目的性、受益性為標(biāo)準(zhǔn)；教材作為課堂中的主要書面輸入語來源,其在編寫過程中應(yīng)該具備以下特點(diǎn)：版面設(shè)計(jì)精良、語言難度適宜、詞匯語法知識(shí)保證重現(xiàn)、內(nèi)容注重實(shí)踐性、語言表達(dá)自然實(shí)用；板書作為留學(xué)生通過視覺感官接受漢語信息的重要渠道,如果書寫標(biāo)準(zhǔn)規(guī)范、繁簡得當(dāng)并突出重點(diǎn)、形式豐富,則能加強(qiáng)學(xué)生對漢語知識(shí)的記憶效果,為實(shí)際的初級綜合課教學(xué)增光添彩；隨著現(xiàn)代科學(xué)技術(shù)在對外漢語課堂教學(xué)中的廣泛應(yīng)用,教師應(yīng)善于合理使用多媒體,拓寬語言輸入渠道。 最后,我們還通過問卷調(diào)查的方式分析了目前初級漢語課堂中語言輸入方面存在的主要問題,具體表現(xiàn)為：學(xué)生漢語學(xué)習(xí)的焦慮感較強(qiáng),不利于其對輸入信息的注意及吸收。教師為學(xué)生提供的語言輸入質(zhì)量不高,難度超出了學(xué)生的理解能力。教師的語言反饋方式有待于進(jìn)一步提高；教師不能將語言輸入與學(xué)生的語言輸出有機(jī)整合起來；課堂的語言互動(dòng)情況不太理想；綜合課本中漢語知識(shí)的注解語言較難理解,每課輸入的生詞量過多,課文內(nèi)容的實(shí)用性還需加強(qiáng)。為了提高語言輸入的質(zhì)量,我們針對以上存在的問題提出了一些改進(jìn)策略,比如為了改善教師語言,教師應(yīng)與學(xué)生建立和諧師生關(guān)系、拓寬語言輸入的途徑、有效借助非語言手段、注意文化因素的引入、加強(qiáng)語言的趣味性、提高學(xué)生的注意力、增強(qiáng)輸出性練習(xí)、選擇合適的反饋方式。對于提高互動(dòng)語言輸入效果,教師應(yīng)設(shè)置難度適中的互動(dòng)任務(wù)、提高學(xué)生的互動(dòng)參與率、增強(qiáng)互動(dòng)方式的靈活性、加強(qiáng)對互動(dòng)活動(dòng)的監(jiān)督。對于初級綜合教材,應(yīng)盡量控制生詞數(shù)量、降低注釋解說語言難度、增強(qiáng)語言的實(shí)用性、教材語言具有正面能量。 希望通過本文的介紹,能幫助廣大的對外漢語教學(xué)工作者掌握語言輸入的規(guī)律,提高課堂教學(xué)質(zhì)量,夯實(shí)學(xué)生的漢語學(xué)習(xí)基礎(chǔ),使學(xué)生在漢語學(xué)習(xí)的道路上取得理想的成績。
[Abstract]:As a basic way of second language acquisition, language input is an important factor affecting second language acquisition. This paper mainly discusses the problem of language input in the comprehensive curriculum of primary Chinese. Firstly, it introduces the types and characteristics of language input in the classroom. In the teaching of primary comprehensive course, the main ways of Chinese input received by students are teachers' language. Interactive discourse between teachers and students, teaching materials and other forms of language input, including blackboard writing and multimedia. In order to ensure the efficiency of classroom teaching, we combine the actual situation of the students in the primary stage, the nature of the comprehensive course and the teaching task and other factors. This paper analyzes on the characteristics and requirements of various types of language input in the primary Chinese comprehensive course: teachers' language has the most influence on students' Chinese learning, in order to make it serve the students as much as possible. Teachers' language should be comprehensible, accurate, interesting, enlightening, reproducibility and so on. Interactive discourse is also an important type of language input in the classroom. The ideal interactive discourse between teachers and students should be based on comprehensibility, purpose and benefit. As the main source of written input language in the classroom, teaching materials should have the following characteristics in the process of writing: excellent layout design, suitable language difficulty, lexical and grammatical knowledge to ensure reproduction, content pay attention to practicality, language expression is natural and practical; Blackboard writing, as an important channel for foreign students to receive Chinese information through visual senses, can strengthen students' memory effect of Chinese knowledge if the writing standard is proper and highlights the key points and forms are rich. To add luster to the actual teaching of primary comprehensive courses; With the wide application of modern science and technology in classroom teaching of Chinese as a foreign language, teachers should be good at the rational use of multimedia and broaden the language input channels. Finally, we also analyze the main problems of language input in primary Chinese classroom by questionnaire survey, which is manifested as follows: students' anxiety in Chinese learning is strong, which is not conducive to their attention and absorption of input information. The quality of language input provided by teachers for students is not high, which is more difficult than students' understanding ability. Teachers' language feedback mode needs to be further improved, teachers can not integrate language input with students' language output organically, and the language interaction in classroom is not ideal. It is difficult to understand the explanatory language of Chinese knowledge in comprehensive textbooks. Too many new words are inputted in each lesson, and the practicability of the text content needs to be strengthened. In order to improve the quality of language input, we put forward some improvement strategies in view of the above problems. For example, in order to improve teachers' language, teachers should establish harmonious teacher-student relationship with students and broaden the ways of language input. With the help of non-linguistic means, we should pay attention to the introduction of cultural factors, strengthen the interest of language, improve students' attention, enhance the output practice, and choose the appropriate feedback mode. In order to improve the effect of interactive language input, teachers should set up moderately difficult interactive tasks, improve students' interactive participation rate, enhance the flexibility of interactive methods, and strengthen the supervision of interactive activities. For primary comprehensive teaching materials, the number of new words should be controlled as far as possible, the difficulty of explanatory language should be reduced, and the practicability of language should be enhanced. It is hoped that the introduction of this paper can help the majority of teaching Chinese as a foreign language to master the law of language input, improve the quality of classroom teaching, consolidate the basis of students' Chinese learning, and make students achieve ideal results on the road of Chinese learning.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195
本文編號(hào)：2483449
[Abstract]:As a basic way of second language acquisition, language input is an important factor affecting second language acquisition. This paper mainly discusses the problem of language input in the comprehensive curriculum of primary Chinese. Firstly, it introduces the types and characteristics of language input in the classroom. In the teaching of primary comprehensive course, the main ways of Chinese input received by students are teachers' language. Interactive discourse between teachers and students, teaching materials and other forms of language input, including blackboard writing and multimedia. In order to ensure the efficiency of classroom teaching, we combine the actual situation of the students in the primary stage, the nature of the comprehensive course and the teaching task and other factors. This paper analyzes on the characteristics and requirements of various types of language input in the primary Chinese comprehensive course: teachers' language has the most influence on students' Chinese learning, in order to make it serve the students as much as possible. Teachers' language should be comprehensible, accurate, interesting, enlightening, reproducibility and so on. Interactive discourse is also an important type of language input in the classroom. The ideal interactive discourse between teachers and students should be based on comprehensibility, purpose and benefit. As the main source of written input language in the classroom, teaching materials should have the following characteristics in the process of writing: excellent layout design, suitable language difficulty, lexical and grammatical knowledge to ensure reproduction, content pay attention to practicality, language expression is natural and practical; Blackboard writing, as an important channel for foreign students to receive Chinese information through visual senses, can strengthen students' memory effect of Chinese knowledge if the writing standard is proper and highlights the key points and forms are rich. To add luster to the actual teaching of primary comprehensive courses; With the wide application of modern science and technology in classroom teaching of Chinese as a foreign language, teachers should be good at the rational use of multimedia and broaden the language input channels. Finally, we also analyze the main problems of language input in primary Chinese classroom by questionnaire survey, which is manifested as follows: students' anxiety in Chinese learning is strong, which is not conducive to their attention and absorption of input information. The quality of language input provided by teachers for students is not high, which is more difficult than students' understanding ability. Teachers' language feedback mode needs to be further improved, teachers can not integrate language input with students' language output organically, and the language interaction in classroom is not ideal. It is difficult to understand the explanatory language of Chinese knowledge in comprehensive textbooks. Too many new words are inputted in each lesson, and the practicability of the text content needs to be strengthened. In order to improve the quality of language input, we put forward some improvement strategies in view of the above problems. For example, in order to improve teachers' language, teachers should establish harmonious teacher-student relationship with students and broaden the ways of language input. With the help of non-linguistic means, we should pay attention to the introduction of cultural factors, strengthen the interest of language, improve students' attention, enhance the output practice, and choose the appropriate feedback mode. In order to improve the effect of interactive language input, teachers should set up moderately difficult interactive tasks, improve students' interactive participation rate, enhance the flexibility of interactive methods, and strengthen the supervision of interactive activities. For primary comprehensive teaching materials, the number of new words should be controlled as far as possible, the difficulty of explanatory language should be reduced, and the practicability of language should be enhanced. It is hoped that the introduction of this paper can help the majority of teaching Chinese as a foreign language to master the law of language input, improve the quality of classroom teaching, consolidate the basis of students' Chinese learning, and make students achieve ideal results on the road of Chinese learning.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195
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