对外汉语初级阶段教师课堂指令性言语研究
发布时间：2018-10-16 15:03
【摘要】： 随着对外汉语课程的建立和发展,对外汉语课堂教学的形式和内容不断发展变化。因此,对外汉语教师如何调整和优化其教学语言,才能适应不断发展和变化的需要。为了研究教师的课堂言语,本人通过课堂录音和录像的方法,收集了11位初级阶段对外汉语教师,共1025分钟的课堂教学资料,并将其转写下来。其次,运用语用学中的言语行为理论来界定和划分初级阶段对外汉语教师课堂指令性言语,并在此基础上,进一步考察教师指令性言语中所含的动词及词组、人称代词和疑问词等方面的特征及其数量。再次分析初级对外汉语课堂教师指令性言语体现的教师认知思维导向和礼貌性表达的问题。最后,力图建构对外汉语初级阶段教师课堂指令性言语的言语行为规范,提高对外汉语教师课堂指令性言语行为的有效性。 本文将分为三个部分: 第一部分对对外汉语教师课堂的指令性言语行为做理论阐述。结合国内外语教学和对外汉语教学言语研究的成果,归纳了教师言语行为的特点、功能和类型。联系对外汉语学科性质分析了其教学言语的独特性,并阐述研究者所要研究的对外汉语课堂教师指令性言语的概念和范畴。 第二部分从客观描述现阶段初级对外汉语教师课堂的指令性言语行为的现状入手,运用言语行为理论对教师的课堂指令性言语行为进行分类并量化。并根据言语交际理论、面子保全理论和认知语言学等相关理论,对教师指令性言语中的动词及其词组,动词及其词组的结构类型、人称代词和疑问代词等几个方面进行客观描述和量化。以此,对初级阶段对外汉语教师课堂指令性言语行为所体现的教师认知思维活动导向和礼貌指令性言语行为进行特点分析、归纳和总结。 第三部分结合相关理论及其所观察的实际课堂教学效果,从不同角度分析探讨现阶段对外汉语教师课堂指令性言语行为的典型范例及其成因。同时希望对对外汉语教师选择和使用指令性言语有一些启发和帮助。
[Abstract]:With the establishment and development of Chinese as a foreign language course, the form and content of teaching Chinese as a foreign language are constantly changing. Therefore, how to adjust and optimize the teaching language of Chinese as a foreign language can meet the needs of continuous development and change. In order to study the classroom language of teachers, I collected 11 teachers of Chinese as a foreign language in the primary stage by means of audio and video recording of the classroom, and wrote them down for a total of 1025 minutes. Secondly, we use the speech act theory in pragmatics to define and divide the instructive speech in the classroom of teachers of Chinese as a foreign language (TCFL) at the primary stage, and on this basis, we further investigate the verbs and phrases contained in the teacher-directed speech. The characteristics and quantity of personal pronouns and interrogative words. Thirdly, the paper analyzes the problems of teachers' cognitive thinking orientation and politeness expression embodied in the directive language of primary TCFL teachers. Finally, the author tries to construct the speech act norm of teachers' instruction speech in the primary stage of TCFL, and improve the effectiveness of instructive speech act in TCFL classroom. This article will be divided into three parts: the first part of the TCFL classroom instruction speech act theory. This paper summarizes the characteristics, functions and types of teachers' speech acts in combination with the achievements of foreign language teaching and learning in Chinese as a foreign language. According to the nature of Chinese as a foreign language, this paper analyzes the uniqueness of its teaching language, and expounds the concept and category of the instruction language of teachers in TCFL classroom. The second part begins with the objective description of the current situation of instructive speech acts in primary Chinese teachers' classrooms and classifies and quantifies them by using the theory of speech acts. According to the theories of verbal communication, face saving and cognitive linguistics, this paper analyzes the structural types of verbs and phrases, verbs and phrases in teachers' directed speech. Personal pronouns and interrogative pronouns are objectively described and quantified. In this paper, the characteristics of teachers' cognitive thinking activity orientation and politeness directive speech act are analyzed, summarized and summarized. In the third part, based on the relevant theories and the actual classroom teaching effects observed, this paper analyzes and discusses the typical examples and causes of instructional speech acts of TCFL teachers from different angles. At the same time, I hope it can enlighten and help TCFL teachers to choose and use prescriptive language.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2274724
[Abstract]:With the establishment and development of Chinese as a foreign language course, the form and content of teaching Chinese as a foreign language are constantly changing. Therefore, how to adjust and optimize the teaching language of Chinese as a foreign language can meet the needs of continuous development and change. In order to study the classroom language of teachers, I collected 11 teachers of Chinese as a foreign language in the primary stage by means of audio and video recording of the classroom, and wrote them down for a total of 1025 minutes. Secondly, we use the speech act theory in pragmatics to define and divide the instructive speech in the classroom of teachers of Chinese as a foreign language (TCFL) at the primary stage, and on this basis, we further investigate the verbs and phrases contained in the teacher-directed speech. The characteristics and quantity of personal pronouns and interrogative words. Thirdly, the paper analyzes the problems of teachers' cognitive thinking orientation and politeness expression embodied in the directive language of primary TCFL teachers. Finally, the author tries to construct the speech act norm of teachers' instruction speech in the primary stage of TCFL, and improve the effectiveness of instructive speech act in TCFL classroom. This article will be divided into three parts: the first part of the TCFL classroom instruction speech act theory. This paper summarizes the characteristics, functions and types of teachers' speech acts in combination with the achievements of foreign language teaching and learning in Chinese as a foreign language. According to the nature of Chinese as a foreign language, this paper analyzes the uniqueness of its teaching language, and expounds the concept and category of the instruction language of teachers in TCFL classroom. The second part begins with the objective description of the current situation of instructive speech acts in primary Chinese teachers' classrooms and classifies and quantifies them by using the theory of speech acts. According to the theories of verbal communication, face saving and cognitive linguistics, this paper analyzes the structural types of verbs and phrases, verbs and phrases in teachers' directed speech. Personal pronouns and interrogative pronouns are objectively described and quantified. In this paper, the characteristics of teachers' cognitive thinking activity orientation and politeness directive speech act are analyzed, summarized and summarized. In the third part, based on the relevant theories and the actual classroom teaching effects observed, this paper analyzes and discusses the typical examples and causes of instructional speech acts of TCFL teachers from different angles. At the same time, I hope it can enlighten and help TCFL teachers to choose and use prescriptive language.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
【引证文献】
相关期刊论文 前1条
1 王慧丽;;对外汉语初级阶段课堂指令研究[J];才智;2012年24期
相关硕士学位论文 前2条
1 林昀;影响泰国小学生学习兴趣的教学因素研究[D];暨南大学;2011年
2 王慧丽;对外汉语初级阶段综合课的三种课堂语言研究—指令、提问与反馈[D];山东大学;2011年
，本文编号：2274724
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