本文選題：對外漢語　切入點：口語課堂　出處：《東北師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

【摘要】：對外漢語教學(xué)的學(xué)科歷史發(fā)展時間不長,對外漢語教學(xué)的事業(yè)發(fā)展卻非�？�,近十幾年,隨著中國國家實力的提升,漢語迅速走向世界,尤其是在國家漢辦大力推動之下,漢語教學(xué)已遍及世界各地。這種發(fā)展形勢一方面促進了學(xué)科的快速發(fā)展,另一方面也對學(xué)科發(fā)展和師資培養(yǎng)提出了新的要求。在漢語教學(xué)推廣的過程中,一直受到“三教”(教師、教材、教法)問題的困擾,三者之中,又以教師問題為核心。選擇課堂話語互動這一研究內(nèi)容主要是基于以下幾個方面的考慮:首先,課堂是學(xué)習(xí)者學(xué)習(xí)的主要場所,所有的教學(xué)理念、方法都要經(jīng)過課堂這一場域的實踐檢驗。其次,以“交際能力”為標(biāo)準(zhǔn)的語言評價體系對課堂教學(xué)和學(xué)習(xí)者的學(xué)習(xí)都提出了新的要求。課堂話語互動既是教學(xué)的一種基本形態(tài),也是教師促進學(xué)習(xí)者語言習(xí)得的途徑,還是學(xué)習(xí)者學(xué)習(xí)過程和結(jié)果的體現(xiàn)。再次,教師是影響課堂教學(xué)效果的關(guān)鍵因素,教師所有的知識、能力、素養(yǎng)和智慧最終都會體現(xiàn)在課堂教學(xué)之中,改變教師課堂行為可以改變課堂教學(xué)的結(jié)果。最后,當(dāng)前教師的培訓(xùn)中缺少針對課堂具體教學(xué)細(xì)節(jié)的培訓(xùn),這和學(xué)界對課堂本身的關(guān)注不夠有關(guān),也和對外漢語課堂教學(xué)的研究還不能滿足教學(xué)培訓(xùn)的需求有關(guān)。本研究以話語分析作為基本的理論基礎(chǔ),利用COLT量表對D大學(xué)10位對外漢語口語教師的課堂話語互動現(xiàn)狀進行了描述,發(fā)現(xiàn)存在的問題,找到問題產(chǎn)生的原因,并根據(jù)對教師和學(xué)生的問卷和訪談以及第二語言課堂教學(xué)的基本理論,針對發(fā)現(xiàn)的問題提出具體的改進策略,同時也對本研究成果在教師培訓(xùn)方面的應(yīng)用提出了建議。全文共分六章進行論述。前三章介紹了研究的背景、研究的起點(文獻綜述)、理論基礎(chǔ)和研究設(shè)計。第四章以COLT量表為工具,對10位對外漢語口語課教師的課堂話語互動情況進行觀察和描寫,并運用話語分析理論對運用量表不能細(xì)致描述的特殊的話語互動形式進行了分析。第五章是在第四章描述的基礎(chǔ)上得出結(jié)論,以當(dāng)前第二語言教學(xué)中較為一致的標(biāo)準(zhǔn)——“交際性”為評價指標(biāo),對當(dāng)前取得的成績予以肯定,同時也分析了當(dāng)前對外漢語口語課堂話語互動中,教師促進課堂話語互動的策略和學(xué)生語言交際能力方面存在的問題,然后著重以話語分析理論和師生訪談為基礎(chǔ)探尋問題存在的原因。第六章是提高對外漢語口語課堂話語互動的策略與本研究的應(yīng)用建議。策略的提出也是以話語分析理論為基礎(chǔ),從課堂話語互動的參與者——教師和學(xué)生以及話語語境(課堂活動)等方面提出,在提出策略時,以課堂話語互動“應(yīng)然性”的特點為標(biāo)準(zhǔn),也加入在對學(xué)生和教師訪談過程得到的好的建議和方法。在應(yīng)用建議部分,主要從和課堂話語互動相關(guān)的教師培訓(xùn)提出,希望能引起多方面的重視。本研究一直追求所有的策略和建議都緊密結(jié)合學(xué)科和課型特點,具體實用,有應(yīng)用價值。本研究最大的亮點是厘清了課堂話語互動在第二語言課堂中體現(xiàn)的兩個層面,一是作為學(xué)習(xí)者課堂學(xué)習(xí)過程的話語互動,一是作為學(xué)習(xí)者學(xué)習(xí)結(jié)果而表現(xiàn)的話語互動。由此注意到教師對課堂教學(xué)交際性理解的局限,指出不但要在課堂話語互動中促進學(xué)生的交際,同時也要關(guān)注學(xué)習(xí)者在話語互動中輸出話語質(zhì)量的評價和促進的問題。另外一個亮點是沒有局限于提出促進課堂話語互動的策略,而是從教師培訓(xùn)的角度提出了應(yīng)用建議,還對為更好地進行教師培訓(xùn)而在各級別各層次的國際漢語教學(xué)案例庫的分類中增加“課堂話語互動”類別提出了具體建議。
[Abstract]:The time history of the development of foreign language teaching is not long, foreign language teaching career development is very fast, in recent years, with the China enhancing national strength, Chinese rapidly to the world, especially in promoting the Hanban, Chinese teaching has been all over the world. The situation on the one hand to promote the rapid development of on the other hand, it puts forward new requirements on the development of the discipline and training of teachers. In the process of Chinese teaching promotion, has been the subject of "Three Religions" (teachers, teaching materials, teaching methods) problems, the three, and to teachers as the core. The choice of classroom discourse research is the interactive content based on the following several aspects: first, the classroom is the main place for learning, all the teaching ideas, methods to go through the classroom this field practice. Secondly, the "communicative competence" as the standard Quasi language evaluation system of classroom teaching and learning are put forward new requirements. A basic form of classroom discourse is not only the teaching, teachers are also ways to promote language learning, or learning of the learning process and results. Thirdly, teachers are the key factors influencing the effect of classroom teaching, teachers of all the knowledge, ability, knowledge and wisdom will eventually be reflected in the classroom teaching, changing teachers' classroom behavior can change the teaching results. Finally, the lack of specific training for classroom teaching details of current teacher training, and the scholars of the classroom itself is not enough attention, and research of foreign language classroom teaching can not meet the needs of teaching and training. In this study, discourse analysis as the basic theoretical foundation, table on 10 Chinese as a foreign language teacher at D University by COLT Describes the classroom discourse interaction situation, found problems, can find the causes of the problem, and according to the basic theory of teachers' and students' questionnaires and interviews and second language classroom teaching, put forward the concrete improvement strategy for the problems, and puts forward some suggestions on the application of this research in teacher training. The full text is divided into six chapters. The three chapter introduces the research background, the research starting point (literature review), theoretical basis and research design. The fourth chapter with COLT scale as a tool, interactive classroom discourse on 10 foreign Chinese oral English class teacher's observation and description, and the use of discourse analysis theory has carried on the analysis to the use of scale not detailed description of special discourse interaction forms. The fifth chapter is a conclusion in the fourth chapter, based on the description to the second language teaching more consistent The standard of "communicative" as the evaluation index, the affirmation of the achievements, but also analyzed the current situation of oral Chinese classroom discourse, existing classroom discourse strategies and communicative ability teachers promote, then focuses on the discourse analysis theory and interview teachers and students as basis to explore the causes of the problems. The sixth chapter is suggestions for improving the application strategies of oral English classroom discourse interaction and foreign language. This research strategy is to discourse analysis theory, from classroom discourse participants, teachers and students as well as the discourse context (classroom activities) and other aspects, in the proposed strategy, with the characteristics of "ideal interactive classroom discourse" as the standard, with good recommendations and methods in the interviews of teacher and students in the application process. The suggestion part, mainly from the classroom The interaction of language related teacher training is put forward, hoping to attract much attention. This study has been the pursuit of all strategies and recommendations are closely combined with the subject and course characteristics, specific practical application value. In this study, the biggest bright spot is to clarify the interaction between the two aspects of classroom discourse in the second language teaching classroom, a as discourse interaction learners classroom learning process, one is the learning results and interactive. Thus pays attention to teachers' classroom teaching on the limitations of communicative understanding, pointed out not only to promote students' communication in classroom discourse interaction, but also to focus on learner output quality evaluation in the discourse interaction in discourse and promote the problem. Another bright spot is not limited to put forward to promote classroom discourse interaction strategies, but from the view of teacher training is put forward application suggestions, also for Teachers' training is better, while the classification of classroom teaching interaction is increased in the classification of international Chinese teaching case at all levels, and specific suggestions are put forward.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：H195.3
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本文編號：1580246