汉语初级学习者语义协商研究

发布时间：2018-02-08 09:49

本文关键词： 语义协商类型分布对外汉语口语教学　出处：《中央民族大学》2013年硕士论文　论文类型：学位论文

【摘要】：在最近的几十年中,国内外第二语言习得研究者从不同层次探讨了协商互动对语言习得的影响。研究表明,学习者之间、学习者与母语者之间、学生与教师之间的语义协商可以促进学生对目的语形式的注意、也可以增加可理解性输入以及可了解性输出。然而,对于语义协商的研究多限于英语作为第二语言的习得的研究,却鲜有汉语作为第二语言的语义协商研究。基于此,本文研究汉语作为第二语言习得的语义协商,探讨在不同任务中语义协商的类型的分布以及语义协商的效度,最后探讨如何将语义协商同对外汉语口语教学结合起来。该研究从中央民族大学共抽取了十六名母语非中文的外国留学生作为被试参加了测试。测试任务及内容为三部分：a.回答问题。b.寻找图片差异。c.图形描述。所有的对话都以录音的方式记录下来并转换成文字,最后统计出每对被测对象在完成对话任务的时候所使用的语义协商的数量和类型,然后进行统计学分析。最后,笔者还分析了语义协商的效度。研究发现,初级学习者语义协商的类型有：a.语义澄清b.理解确定c.表达检测。语义协商也产生了三种不同的效用：a.可理解性输入；b.形式注意；c.可理解性输出。最后,笔者还针对如何将语义协商同对外汉语口语教学结合起来提出了一些建议。
[Abstract]:In recent decades, researchers at home and abroad have explored the effects of negotiation on language acquisition at different levels. Semantic negotiation between students and teachers can promote students' attention to the form of the target language, as well as increase comprehensible input and comprehensible output. The study of semantic negotiation is limited to the acquisition of English as a second language, but there is little research on semantic negotiation of Chinese as a second language. Based on this, this paper studies the semantic negotiation of Chinese as a second language acquisition. This paper discusses the distribution of semantic negotiation types and the validity of semantic negotiation in different tasks, and finally discusses how to combine semantic negotiation with oral Chinese teaching as a foreign language. In this study, a total of 16 foreign students whose mother tongue is not Chinese were selected from the Central University for nationalities as subjects. The task and content of the test are three parts: A. answering questions. B. looking for picture differences. All the conversations are recorded and translated into text. Finally, the number and type of semantic negotiation used by each pair of subjects to complete the dialogue task are statistically analyzed. Finally, the validity of semantic negotiation is analyzed. It is found that the types of semantic negotiation for primary learners are: A. semantic clarification, b. Understanding determination, c. Expression detection. Semantic negotiation also produces three different effects: A. comprehensible input, formal attention, comprehensible output. Finally, The author also puts forward some suggestions on how to combine semantic negotiation with oral Chinese teaching as a foreign language.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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