發(fā)布時(shí)間：2019-04-21 19:16

【摘要】：上世紀(jì)80年代開始,受Krashen“輸入假說”和Swain“輸出假說”的影響,Long構(gòu)建了“互動(dòng)假說”的理論框架,并提出了“協(xié)商”(negotiation)這一概念�！盎�(dòng)假說”中,他充分肯定了協(xié)商在第二語言學(xué)習(xí)中的重要作用。他強(qiáng)調(diào)在第二語言學(xué)習(xí)中,協(xié)商不僅能夠促使可理解性語言的輸入,還能刺激學(xué)習(xí)者的語言輸出,提高學(xué)習(xí)者對(duì)自身語言表達(dá)形式的關(guān)注度,有助于第二語言的學(xué)習(xí)。受“互動(dòng)假說”的影響,西方學(xué)者們做了大量的實(shí)證研究,全方位、多層次地論證了協(xié)商在第二語言學(xué)習(xí)中的重要作用,探討了影響協(xié)商發(fā)生的各種條件。國外研究成果豐碩,然而國內(nèi)關(guān)于協(xié)商的研究發(fā)展緩慢,仍處于探索階段,研究成果較少,尤其是在漢語作為第二語言學(xué)習(xí)領(lǐng)域,研究成果寥寥無幾,有待補(bǔ)充�；趯�(duì)文獻(xiàn)資料的分析,我們發(fā)現(xiàn)在大部分的研究中,研究者所使用的語料大都來自于實(shí)驗(yàn)任務(wù),并不是自然狀態(tài)下的課堂語料,其研究結(jié)論不具普遍性。為此,我們把研究目標(biāo)鎖定在課堂教學(xué)。本文以課堂觀察為研究取徑,研究漢語口語課堂中的師生話語協(xié)商。通過課堂觀察,我們共獲得了20課時(shí)的原始語料,經(jīng)數(shù)據(jù)統(tǒng)計(jì)分析,得到以下結(jié)論:(1)在課堂教學(xué)中,三種話語協(xié)商均真實(shí)存在,但比例有所差異,意義協(xié)商和內(nèi)容協(xié)商所占比例均大于形式協(xié)商。(2)不同的話語協(xié)商的發(fā)起方式略有不同,意義協(xié)商常用核查確認(rèn),內(nèi)容協(xié)商常用請求澄清。(3)話語協(xié)商的控制權(quán)掌握在教師手中,學(xué)生發(fā)起的話語協(xié)商數(shù)量偏少,這種形式不利于提高學(xué)生的學(xué)習(xí)自主性。(4)話語協(xié)商受不同課堂教學(xué)環(huán)節(jié)的影響,討論的環(huán)節(jié)產(chǎn)生的話語協(xié)商數(shù)量最多。(5)話語協(xié)商不僅可以促使學(xué)生注意自己的語言表達(dá)形式,還能刺激語言的輸出,緩解焦慮情緒,有助于第二語言的學(xué)習(xí)。其中,形式協(xié)商最能引起學(xué)生對(duì)語言形式的關(guān)注,內(nèi)容協(xié)商能最大限度地促進(jìn)學(xué)生的語言輸出。有鑒于此,我們建議教材練習(xí)的編寫應(yīng)貼近日�？谡Z交際,并且編入常用的發(fā)起話語協(xié)商的句式;教師不僅要提高自己的話語協(xié)商意識(shí),還要培養(yǎng)學(xué)生的話語協(xié)商意識(shí)和能力,將協(xié)商融入教學(xué)設(shè)計(jì),精講多練,鼓勵(lì)學(xué)生積極主動(dòng)協(xié)商;學(xué)生也應(yīng)提高自己的話語協(xié)商意識(shí),積極配合教師的教學(xué)活動(dòng),并學(xué)會(huì)把協(xié)商運(yùn)用于課堂交際及日常交際中。
[Abstract]:Since 1980s, under the influence of Krashen "input hypothesis" and Swain "output hypothesis", Long has constructed the theoretical framework of "interaction hypothesis" and put forward the concept of "negotiation" (negotiation). In the Interactive hypothesis, he fully affirms the important role of negotiation in second language learning. He emphasized that in second language learning, negotiation can not only promote the input of comprehensible language, but also stimulate the learners' language output, increase the learners' attention to their own language expressions, and contribute to the learning of the second language. Influenced by the "interactive hypothesis", western scholars have done a lot of empirical research, demonstrated the important role of negotiation in second language learning in all-round and multi-level, and discussed the various conditions that affect the occurrence of negotiation. However, the domestic research on negotiation is still in the exploration stage, especially in the field of Chinese as a second language learning, the research results are few and need to be supplemented. Based on the analysis of the literature, we find that in most of the studies, most of the data used by the researchers come from experimental tasks, and are not classroom corpus in the natural state, and their conclusions are not universal. To this end, we aim to focus on classroom teaching. This paper takes classroom observation as the research path to study teacher-student discourse negotiation in spoken Chinese classroom. Through classroom observation, we have obtained the original corpus of 20 class hours. By statistical analysis of the data, we get the following conclusions: (1) in classroom teaching, all three kinds of discourse negotiation are real, but the proportion is different. The proportion of meaning negotiation and content negotiation is larger than that of formal negotiation. (2) different discourse negotiations are initiated in a slightly different way, and meaning negotiation is commonly used in verification and confirmation. Content negotiation is often asked for clarification. (3) the control of discourse negotiation is in the hands of teachers, and the number of discourse negotiations initiated by students is relatively small. This form is not conducive to improving students' learning autonomy. (4) discourse negotiation is influenced by different classroom teaching links. (5) discourse negotiation can not only make students pay attention to their own language expression form, but also stimulate the output of language, alleviate anxiety, and help the second language learning. (5) discourse negotiation can not only make students pay attention to their own language expression form, but also stimulate the output of language. Among them, formal negotiation can arouse students' attention to linguistic form, and content negotiation can promote students' language output to the maximum extent. In view of this, we suggest that the preparation of the textbook practice should be close to the daily oral communication, and should be incorporated into the commonly used sentence patterns of initiating discourse negotiation; Teachers should not only improve their awareness of discourse negotiation, but also cultivate students' awareness and ability of discourse negotiation, integrate negotiation into teaching design, speak more carefully, and encourage students to actively negotiate. Students should also improve their awareness of discourse negotiation, actively cooperate with teachers' teaching activities, and learn to apply negotiation to classroom communication and daily communication.
【學(xué)位授予單位】：山東師范大學(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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