本文選題：留學(xué)生　切入點(diǎn)：對(duì)外漢語　出處：《內(nèi)蒙古師范大學(xué)》2016年碩士論文

【摘要】：對(duì)外漢語教師話語既是教學(xué)方法的組織者,又是對(duì)外漢語的教學(xué)內(nèi)容。話語數(shù)量和話語質(zhì)量對(duì)學(xué)生的漢語輸出有著重要的影響,教師話語的重要性不言而喻。同時(shí),也對(duì)教師話語有效性、規(guī)范性、豐富性提出了新的要求。本論文以教師話語為切入點(diǎn),在克拉申輸入假說和情感過濾假說以及多模態(tài)話語分析理論的指導(dǎo)下,采用文獻(xiàn)分析、教學(xué)觀摩、問卷調(diào)查、對(duì)比分析等研究方法,從內(nèi)蒙古師范大學(xué)國(guó)際交流學(xué)院選取兩位優(yōu)秀的初級(jí)口語教師進(jìn)行觀摩,對(duì)其教師話語進(jìn)行案例描寫和對(duì)比分析,對(duì)不規(guī)范話語和無效話語提出改良建議。為增強(qiáng)個(gè)案分析的說服力,從學(xué)生和教師兩個(gè)角度設(shè)計(jì)調(diào)查問卷,從而提高結(jié)論的客觀度和可信度。本論文包括五個(gè)部分。第一部分是緒論,介紹了論文的選題緣由、研究意義、研究對(duì)象、研究方法。第二部分是研究綜述,以教師話語、對(duì)外漢語教師話語兩個(gè)層次總結(jié)前人研究成果,尋找研究的空白點(diǎn)和創(chuàng)新點(diǎn)。第三部分是教師話語概念及理論基礎(chǔ)。首先,詳細(xì)界定了對(duì)外漢語教師教師話語的概念。然后,介紹了教師話語的分類、原則和特征。其次,介紹了克拉申“輸入假說”和“情感過濾假說”和多模態(tài)話語分析理論內(nèi)容,為本文的寫作提供理論支撐。第四部分是研究的重點(diǎn),介紹了案例的選取依據(jù)、背景和教學(xué)案例,并從教師話語一般特征、導(dǎo)入話語、提問話語和學(xué)生對(duì)教師話語的態(tài)度四個(gè)方面對(duì)案例進(jìn)行對(duì)比分析。第五部分是基于教學(xué)案例進(jìn)行的教學(xué)反思,討論了案例的成功之處和不足之處,并提出了四個(gè)提高教師話語的教學(xué)建議。第六部分是結(jié)語,對(duì)論文研究成果和局限性進(jìn)行了說明。
[Abstract]:TCFL is not only the organizer of teaching methods, but also the teaching content of TCSL. The quantity and quality of TCFL have an important influence on the students' Chinese output, and the importance of TCSL is self-evident. This paper takes teacher discourse as a starting point, under the guidance of Krashen input hypothesis, emotion filtering hypothesis and multi-modal discourse analysis theory, adopts literature analysis. Teaching observation, questionnaire survey, comparative analysis and other research methods, from the Inner Mongolia normal University School of International Communication selected two excellent primary oral teachers to observe, and their teacher discourse case description and comparative analysis. In order to enhance the persuasion of case analysis, the questionnaire was designed from the perspectives of students and teachers. In order to improve the objectivity and credibility of the conclusions, this paper includes five parts. The first part is the introduction, which introduces the reason, significance, object and method of the research. The third part is the concept and theoretical basis of teacher talk. First, it defines the concept of teacher talk as a foreign language in detail. This paper introduces the classification, principles and characteristics of teacher discourse. Secondly, it introduces the theory of "input hypothesis" and "emotion filtering hypothesis" and multi-modal discourse analysis theory. The fourth part is the focus of the study, introducing the basis of case selection, background and teaching cases, and introducing the discourse from the general characteristics of teacher discourse. The fifth part is the teaching reflection based on the teaching case, and discusses the success and deficiency of the case. The sixth part is the conclusion, which explains the achievements and limitations of the thesis.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H195
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本文編號(hào)：1692852