本文選題：海外漢語教學(xué) + 教學(xué)語言�。� 參考：《上海外國語大學(xué)》2017年碩士論文

【摘要】：在第二語言教學(xué)中,關(guān)于教學(xué)語言的使用一直存在很多的爭議,教師是直接使用目的語教學(xué),還是借助媒介語進(jìn)行教學(xué);使用不同教學(xué)語言對學(xué)生學(xué)習(xí)態(tài)度和學(xué)習(xí)效果的影響,這些問題都是課堂教學(xué)研究的重要課題。本文以秘魯天主教大學(xué)孔子學(xué)院漢語教師教學(xué)語言為研究對象,調(diào)查他們在秘魯天主教大學(xué)孔子學(xué)院的漢語教學(xué)中教學(xué)語言的使用情況。筆者向秘魯天主教大學(xué)孔子學(xué)院的學(xué)生發(fā)放了學(xué)生問卷,對4位教師的漢語課進(jìn)行了課堂錄音分析,并對另外3位教師進(jìn)行了教學(xué)訪談,調(diào)查分析在秘魯漢語教學(xué)中教學(xué)語言的使用情況。詳細(xì)了解了在漢語教學(xué)中,使用英語、西班牙語作為媒介語或不使用媒介語的漢語教學(xué)情況,了解這些教師在實(shí)際教學(xué)中對教學(xué)語言使用情況的把握,以及教師對于使用不同教學(xué)語言的態(tài)度和看法。本文第一章主要圍繞引言和本文緣起兩個(gè)方面展開,緊接著從相關(guān)研究現(xiàn)狀、本文研究方法及理論基礎(chǔ)、相關(guān)研究成果及結(jié)論等三個(gè)方面綜述漢語國際教育教學(xué)中教學(xué)語言的使用情況,結(jié)合秘魯天主教大學(xué)孔子學(xué)院漢語教學(xué)的概況,進(jìn)行分析概述,作為本論文研究的背景和出發(fā)點(diǎn),具體介紹了研究背景與目的以及研究的意義。第二章主要從學(xué)生調(diào)查問卷的設(shè)計(jì)、調(diào)查方法以及分析三個(gè)方面展開,從學(xué)生的視角,調(diào)查了秘魯天主教大學(xué)孔子學(xué)院的教師不同教學(xué)語言的課堂使用情況以及學(xué)生對教師使用不同教學(xué)語言的態(tài)度。第三章主要介紹了秘魯天主教大學(xué)孔子學(xué)院漢語教師課堂錄音、教師訪談兩個(gè)方面,調(diào)查教師使用何種媒介語教學(xué),在不同的教學(xué)階段、不同的教學(xué)內(nèi)容使用英語、西班牙語作為媒介語的教學(xué)情況,結(jié)合學(xué)生課堂上的反饋和接受效果,考察教師媒介語的使用是否有效恰當(dāng),在此基礎(chǔ)上做出了一些相關(guān)的歸納與思考。第四章主要是結(jié)語部分,此處對全文進(jìn)行分析概述,并提出了合理使用媒介語的探討與思考。經(jīng)研究論證,本文得出的具體結(jié)論如下:1.海外漢語課堂上,不同的教學(xué)語言對學(xué)生的學(xué)習(xí)態(tài)度、學(xué)習(xí)效果起著重要的作用。每個(gè)教學(xué)階段都離不開媒介語的輔助,但是不同教學(xué)階段對不同媒介語種類的要求不盡相同。2.在初級階段,教師應(yīng)當(dāng)根據(jù)學(xué)生的需求,教學(xué)語言盡量安排為其母語或者漢語進(jìn)行授課,并且注意控制媒介語的使用量,在保證可理解輸入的情況下,盡量多地使用目的語授課。3.中級階段的學(xué)生對其母語的依賴度降低,所以對教學(xué)媒介語的要求可以適當(dāng)放寬,可以是師生雙方共同掌握的第三種語言,同時(shí)學(xué)生也可以將第三種語言的學(xué)習(xí)經(jīng)驗(yàn)應(yīng)用于漢語的學(xué)習(xí),進(jìn)而提高學(xué)習(xí)效率。4.高級階段的學(xué)生盡量采用純漢語講解,但是必要時(shí)也可以采用一些媒介語輔助,尤其是在海外的漢語教學(xué)中,要注重持續(xù)激發(fā)學(xué)生的學(xué)習(xí)興趣,保證其學(xué)習(xí)質(zhì)量。5.教師應(yīng)當(dāng)主要在解釋生詞和講解語法時(shí)使用媒介語,在其他教學(xué)環(huán)節(jié)應(yīng)當(dāng)有計(jì)劃地控制媒介語的使用,并積極借助其他教學(xué)方式輔助解釋。本文主要是以秘魯天主教大學(xué)孔子學(xué)院的漢語教學(xué)語言為研究對象,在此基礎(chǔ)上,為西班牙語國家漢語教學(xué)中媒介語的使用提出了建議,也希望通過本文的研究,給海外漢語教學(xué)中媒介語的使用提供可參考的資料和補(bǔ)充。國別化調(diào)查和研究是本文的創(chuàng)新點(diǎn),同時(shí)本文作為個(gè)案研究還存在許多不足和局限,仍需不斷地修改和完善。
[Abstract]:In the second language teaching, there are many disputes about the use of teaching language. Teachers use the target language teaching directly, or the use of media language to teach, and the influence of different teaching languages on students' learning attitude and learning effect are all important topics in the study of classroom teaching. This article is based on Peru Catholicism. The teaching language of Chinese teachers in Confucius College of University of Confucius was studied. The use of teaching language in the Chinese teaching of Confucius college in the Catholic University of Peru was investigated. The author issued a student questionnaire to the students of the Confucius College of the Catholic University of Peru, and analyzed the Chinese class of the 4 teachers, and 3 other teachers. The teacher conducted a teaching interview to investigate and analyze the use of teaching language in the teaching of Chinese language in Peru. The teaching situation of Chinese language teaching in the Chinese language teaching, using English, Spanish as a medium or not using media language, to understand the teachers' grasp of the use of teaching language in the actual teaching, and the teachers' knowledge of the teaching language. The first chapter of this paper is mainly focused on the introduction and the origin of this article in two aspects, followed by a summary of the application of the teaching language in the teaching of Chinese International Education from the three aspects of the related research status, the research methods and theoretical basis, the relevant research results and conclusions, and the combination of Peru Catholicism. The general situation of Chinese teaching in Confucius College of university is summarized. As the background and starting point of this study, the background and purpose of the study are introduced. The second chapter is mainly from the design of the questionnaire, the method of investigation and the analysis of three aspects, and the investigation of the Catholic University in Peru from the perspective of the students. In the third chapter, the third chapter mainly introduces the classroom recording of Chinese teachers in Confucius College of Peru Catholic University and the two aspects of teacher interview. With the use of English and Spanish as the teaching situation of media language, it combines the feedback and reception effect of the students to examine whether the use of the teacher's media is effective and appropriate. On this basis, some related induction and thinking are made. The fourth chapter is the concluding part. The full text is analyzed and summarized, and the rationality is put forward. The discussion and thinking of media language is used. After research and demonstration, the specific conclusions are as follows: 1. different teaching languages play an important role in students' learning attitude and learning effect in overseas Chinese class. Each teaching stage can not be separated from the auxiliary of media language, but different teaching stages require different media language types. At the initial stage of the same.2., teachers should arrange the teaching language for their mother tongue or Chinese as far as possible according to the needs of the students, and pay attention to controlling the use of the media language. In the case of comprehensible input, the students who use the target language as much as possible to teach the intermediate stage of the.3. are less dependent on their mother tongue. The requirements of the media language can be appropriately relaxed, which can be the third languages shared by both teachers and students. At the same time, students can also apply the learning experience of the third languages to the study of Chinese, and then improve the students' learning efficiency at the advanced stage of.4. to use pure Chinese as far as possible. However, some media languages can also be used when necessary. In Chinese teaching overseas, especially in the Chinese teaching abroad, we should pay more attention to motivate the students' interest in learning, and ensure that the quality of learning.5. teachers should mainly use media language in explaining the new words and explaining the grammar. In other teaching links, the use of media language should be controlled in a planned way. It is based on the Chinese teaching language of Confucius College of the Catholic University of Peru as the research object. On this basis, some suggestions are put forward for the use of media language in the teaching of Chinese language in Spanish speaking countries. It also hopes to provide information and supplement for the use of media language in overseas Chinese teaching. There are still many deficiencies and limitations in this paper, which need to be constantly revised and improved.

【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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