【摘要】：語義協(xié)商在語言的傳遞與理解中扮演了重要角色,它也因此成為第二語言習(xí)得研究的一個(gè)重要議題。近年來,國外學(xué)者在第二語言習(xí)得和外語教學(xué)領(lǐng)域上的大量研究及實(shí)驗(yàn)得到的結(jié)果證明,學(xué)習(xí)者和教師、同伴或者其他教學(xué)者之間在進(jìn)行對(duì)話時(shí)所發(fā)生的語義協(xié)商有助于學(xué)習(xí)者注意到目的語的形式及意義,從而促進(jìn)習(xí)得的發(fā)生。然而,國內(nèi)學(xué)者對(duì)語義協(xié)商的相關(guān)研究并不多,即使有少數(shù)人對(duì)二語習(xí)得過程中語義協(xié)商的作用進(jìn)行了探討,但也多局限于探討英語作為第二語言習(xí)得的過程中的語義協(xié)商,卻很少有人關(guān)注到漢語作為第二語言習(xí)得過程中的語義協(xié)商,所以,本文擬對(duì)對(duì)外漢語課堂中的語義協(xié)商進(jìn)行系統(tǒng)且全面的分析。本文首先對(duì)語義協(xié)商的研究背景和研究意義進(jìn)行了分析,對(duì)語義協(xié)商的研究現(xiàn)狀進(jìn)行了全面的掃描;第二章對(duì)語義協(xié)商的定義、分類以及作用進(jìn)行了完整的概括,并對(duì)其各學(xué)科的理論依據(jù)做了一個(gè)系統(tǒng)的介紹,并且通過對(duì)比語義協(xié)商與傳統(tǒng)教學(xué)的差異從而闡明語義協(xié)商存在的必要性;第三章從不同方式、不同對(duì)象以及不同類型這三個(gè)方面研究對(duì)外漢語綜合課中的語義協(xié)商,從而分析出不同模式下語義協(xié)商的不同表現(xiàn)以及產(chǎn)生這些差異的原因。對(duì)外漢語綜合課上語義協(xié)商的方式有:a.支架,b.啟發(fā),c.糾錯(cuò)。課堂中又存在著:a.師生協(xié)商,b.生生協(xié)商這兩種不同對(duì)象。同時(shí)語義協(xié)商又分為:a.理解核實(shí),b.確認(rèn)核實(shí),c.澄清請(qǐng)求這三種類型;第四章主要是筆者通過自己的課堂觀察及資料查找總結(jié)出的在對(duì)外漢語課堂中影響語義協(xié)商順利進(jìn)行的一系列因素,并且利用課堂實(shí)錄的語料,針對(duì)這些問題進(jìn)行一一的分析;其后,筆者則根據(jù)自己在課堂上的觀察并查閱相關(guān)資料對(duì)上一章節(jié)中分析的問題總結(jié)出來的一點(diǎn)建議,希望能夠?qū)φ诨蛘哳A(yù)備使用語義協(xié)商這一教學(xué)手段的教師提供幫助。最后,筆者對(duì)語義協(xié)商在對(duì)外漢語課堂教學(xué)中的分析研究進(jìn)行了總結(jié)和反思。本研究以對(duì)外漢語綜合課為背景,并且將華中師范大學(xué)國際交流學(xué)院二零一六級(jí)預(yù)科八班綜合課教師以及該班十六名母語非中文的外國留學(xué)生作為研究對(duì)象,經(jīng)過歷時(shí)兩個(gè)月的課堂觀察,所有的對(duì)話都以錄音的方式記錄下來并轉(zhuǎn)換為文字,最后統(tǒng)計(jì)出課堂上使用的語義協(xié)商的數(shù)量、類型和方式,從而對(duì)在華留學(xué)生在綜合課堂上漢語學(xué)習(xí)過程中所發(fā)生的語義協(xié)商進(jìn)行一個(gè)深入的探討。
[Abstract]:Semantic negotiation plays an important role in language transmission and understanding, so it has become an important topic in the study of second language acquisition. In recent years, a large number of foreign scholars in the field of second language acquisition and foreign language teaching and research and experimental results show that learners and teachers, The semantic negotiation between peers or other teachers helps learners to notice the form and meaning of the target language and thus promote the acquisition. However, there are few researches on semantic negotiation in China. Even though a few have explored the role of semantic negotiation in the process of second language acquisition, most of them are limited to the process of semantic negotiation in the process of English as a second language acquisition. However, few people pay attention to the semantic negotiation in the process of Chinese as a second language acquisition. Therefore, this paper intends to make a systematic and comprehensive analysis of semantic negotiation in the TCFL classroom. Firstly, the research background and significance of semantic negotiation are analyzed, and the research status of semantic negotiation is comprehensively scanned. In the second chapter, the definition, classification and function of semantic negotiation are summarized, and the theoretical basis of each subject is introduced systematically. The necessity of semantic negotiation is clarified by comparing the differences between semantic negotiation and traditional teaching. The third chapter studies the semantic negotiation in TCFL from three aspects: different ways, different objects and different types, so as to analyze the different manifestations of semantic negotiation in different modes and the reasons for these differences. The methods of semantic negotiation in TCFL are as follows: A. Scaffold, b. Inspiration, c. Correct an error. There is also a classroom: a. Consultation between teachers and students, b. Students negotiate these two different objects. At the same time, semantic negotiation is divided into: a. Understand verification, b. Confirm verification, c. Three types of requests for clarification; The fourth chapter is the author through their own classroom observation and data search summarized in the foreign language classroom impact on the smooth conduct of a series of factors, and the use of classroom records of the language, to analyze these problems one by one; Then, according to my own observation in the classroom and referring to the related materials, the author sums up some suggestions on the problems analyzed in the previous chapter, hoping to provide help to the teachers who are using semantic negotiation as a teaching method. Finally, the author summarizes and reflects on the analysis of semantic negotiation in teaching Chinese as a foreign language. This study takes the comprehensive course of Chinese as a foreign language as the background, and takes the comprehensive class 8 of Grade 206 preparatory course of Central China normal University and 16 foreign students whose mother tongue is not Chinese as the research object. After two months of classroom observation, all the conversations were recorded and converted into text, and finally the number, type and manner of semantic negotiation used in the class were counted. Therefore, this paper makes a deep discussion on the semantic negotiation that takes place in the process of learning Chinese in the comprehensive classroom for foreign students in China.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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