初级对外汉语口语课交互活动中的教师话语调查与分析

发布时间：2018-07-11 09:23

本文选题：教师话语 + 课堂交互　；参考：《厦门大学》2009年硕士论文

【摘要】： 教师话语是教师在课堂上为组织和从事教学所使用的语言。作为一种课堂教学的主要输入语言和教学媒介,教师话语在教学的过程中起着十分重要的作用。一方面课堂组织活动必须通过教师话语实现,另一方面学生的语言习得和学习过程也离不开教师话语的参与。尤其在外语和第二语言习得过程中,“课堂教学中教师话语的数量和质量会影响甚至决定课堂教学的成败”。本文主要借鉴西方二语教学研究及我国外语教学研究界的相关研究成果,综合二语习得、建构主义、语用学、话语分析、语言输入强化等众多理论,以厦门大学海外教育学院初级对外汉语口语课堂交互活动中的教师话语为研究对象,将所观察的教师分为有经验教师和缺乏经验教师各四位的两组,通过问卷调查、访谈及随堂观察录音等多种形式,对两组教师在话语量、话语形式功能以及教师在师生交流时所使用的提问、交互调整、反馈等方面的异同之处进行定量和定性分析,在此基础上讨论教师话语的这些特点是否有效促进课堂交互活动,从而促进学生的语言习得和学习。本文最后对影响汉语口语课堂交互效果的因素进行探讨并据此提出了改进教师话语提高对外汉语课堂教学效果的合理建议。本研究所得出的数据和结论,一定程度上真实反映了目前初级对外汉语口语课堂交互活动中的教师话语的实际情况,对今后的相关研究及有针对性地开展对外汉语教师话语培训,从而改进对外汉语课堂话语质量提高课堂教学效果,具有一定的参考价值和实践意义。
[Abstract]:Teacher talk is the language used by teachers to organize and engage in teaching in class. As the main input language and medium of classroom teaching, teacher talk plays an important role in the process of teaching. On the one hand, classroom activities must be realized through teacher talk, on the other hand, students' language acquisition and learning process can not be separated from the participation of teacher talk. Especially in the process of foreign language and second language acquisition, "the quantity and quality of teacher talk in classroom teaching will affect or even determine the success or failure of classroom teaching". This paper draws lessons from the western second language teaching research and the related research achievements of foreign language teaching research in China, synthesizes many theories such as second language acquisition, constructivism, pragmatics, discourse analysis, language input enhancement and so on. In this paper, the teachers' discourse in the interactive activities in the primary oral Chinese as a foreign language classroom at the School of overseas Education, Xiamen University, is taken as the research object. The observed teachers are divided into two groups: four experienced teachers and four inexperienced teachers respectively, and a questionnaire survey is conducted. This paper analyzes quantitatively and qualitatively the similarities and differences between the two groups in terms of the quantity of discourse, the function of discourse form, and the questions, adjustments, feedback and so on used by teachers in the communication between teachers and students. On this basis, this paper discusses whether these characteristics of teacher talk can effectively promote classroom interaction and thus promote students' language acquisition and learning. Finally, the paper discusses the factors that affect the interaction effect of oral Chinese class and puts forward some reasonable suggestions on how to improve the teacher's discourse and improve the teaching effect of Chinese as a foreign language. To a certain extent, the data and conclusions obtained in this study reflect the actual situation of teacher talk in the primary interactive activities of spoken Chinese as a foreign language. In order to improve the quality of Chinese as a foreign language and improve the effectiveness of classroom teaching, it is of certain reference value and practical significance to carry out relevant research and targeted teacher discourse training in the future.
【学位授予单位】：厦门大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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