基于图式理论的对韩中级汉语听力教学研究

发布时间：2018-04-06 00:10

本文选题：图式理论　切入点：韩国学生　出处：《山东大学》2012年硕士论文

【摘要】：听力作为一项认知活动是人们在日常语言交流中运用最多也最为频繁的语言输入技能,也是语言习得不可或缺的重要内容之一。然而,长期以来,听力课在对外汉语教学中还未受到应有的重视。与口语课、精读课相比,听力课无论是在教学理论的更新还是在新型教学方法的运用上还处于相对滞后的状态。因此,广大对外汉语教师加强理论研究的深度与广度,采用理论与实践相结合的方法探寻提高汉语听力教学效率的有效途径则显得尤为必要。本文在对中级水平的来华韩国学生的汉语听力学习状况,以及听力教学现状进行问卷调查的基础上,对当前对外汉语听力教学在教学内容、方法及韩国学生的听力学习需求、学习中的主要问题进行了分析及总结。并在回顾与梳理前人相关研究成果的基础上从图式理论的视角对听力理解的认知过程进行了详细分析,在总结和参考其他图式认知模式的基础上,本文首次提出“基于图式理论的听力认知模型”,初步构建出“基于图式理论的对外汉语听力教学模式”,并在此基础上结合实例对韩国中级汉语听力课进行了教学设计,最后笔者结合具体的教学实践对教学设计的实施效果进行了实证分析与研究。本文采用问卷调查、描述性分析、实证分析相结合的方法对基于图式理论的对外汉语听力教学模式进行了探索性研究,尝试建立认知模型。最后的教学实验结果表明：本文所构建的“基于图式理论的听力认知模型”及“基于图式理论的对外汉语听力教学模式”更符合语言理解的认知规律。教师在听力认知的不同阶段根据图式理论的理念所设计并实施的相关图式激活、提取、积累与巩固策略,有利于激活学生头脑中已有的相关的语言、文化等图式知识,从而提高学生对听力信息的输入、存储、加工、转化、提取与输出效率,进而从根本上提高对外汉语听力教学效率。
[Abstract]:Listening as a cognitive activity is one of the most frequently used language input skills in daily communication, one of the most important contents of language acquisition. However, for a long time, listening comprehension in foreign language teaching has not been given due attention. With the class, class reading than listening class either in the update of teaching theory or in the application of new teaching method is still in a relatively backward state. Therefore, the majority of foreign language teachers to strengthen the theoretical study of the depth and breadth, using the method of combining theory and practice to explore an effective way to improve the efficiency of teaching Chinese listening is particularly necessary.
Based on the intermediate level South Korean students learning Chinese listening and listening teaching situation, based on the questionnaire survey on the status quo, the current foreign language listening teaching in the teaching content, learning methods and listening needs of Korean students, the main problem in the study of the analysis and summary. And on the basis of review and combing the results of previous studies on the cognitive process of listening comprehension from the perspective of schema theory is analyzed in detail, based on the summary and reference to other cognitive schema model, this paper first put forward the "listening cognitive model based on schema theory, to construct the" schema theory "teaching mode in foreign language listening based on, and then combined with the examples of the teaching design of the Korean intermediate Chinese listening course, finally the author combined with specific teaching practice in teaching design into effect The empirical analysis and research are carried out.
This paper adopts questionnaire survey, descriptive analysis and empirical analysis method of combining the study of foreign language listening teaching model based on schema theory, attempts to establish a cognitive model of teaching experiment. The final results showed that: the "listening cognitive model of schema theory schema theory" and "teaching mode" of foreign based on Chinese listening more in line with the cognitive law of language comprehension. Based on schema of teachers in different stages of cognitive listening according to the concept of Schema Theory in the design and implementation of activation, extraction, accumulation and consolidation strategy, helps to activate the minds of the students have the relevant language, cultural schemata, so as to improve the students' listening to information the input, storage, processing, transformation, extraction and output efficiency, and improve the efficiency of listening teaching of TCSL fundamentally.

【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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