视频辅助初级汉语听力教学初探

发布时间：2018-05-08 09:32

本文选题：对外汉语 + 初级听力课　；参考：《华中科技大学》2013年硕士论文

【摘要】：近年来，对外汉语教学因汉语热而倍受广大学者重视，然而，对于汉语听力教学的研究却相对较少。听力练习的重点是要学生理解内容，从而达到能用第二语言与别人进行沟通的目的，因此练习的设计应以现实的交际情景为蓝本。虽然现今的多媒体技术越来越发达，对外汉语听力教学却始终沿用传统音频作为听力材料的来源。对于视频辅助汉语学习者练习听力的研究很匮乏，尤其是缺乏实际操作的实验研究。因此，本研究旨在通过进行视频辅助初级汉语听力课堂教学的实验来探讨视频辅助对初级汉语学习者听力理解和学习态度的影响。本研究的研究对象是在华中科技大学学习汉语的初级汉语水平留学生。实验分为两部分：第一部分是把学了汉语半个学期的留学生分为两组，根据听力材料展示手段的不同，进行视频和音频辅助教学的对比分析，并且针对实验组设计问卷，希望了解学生对视频辅助听力教学的看法；第二部分实验是在课堂上使用《快乐汉语》情景剧进行视听说教学法，目的是通过尝试在视频辅助下用不同于传统听力课的教学方式，评估视听说教学法在初级汉语课堂运用的可行性。不过因为初学汉语的学习者可理解输入及输出都很有限，因此，第二个实验的研究对象是比第一个实验研究对象汉语水平稍高一点但仍归类为初级汉语水平学习者的一个班级。除了利用能够量化的问卷外，本实验还根据研究者的反思、学生的访谈回馈等进行分析探讨。两个实验的研究结论分别如下：（一）实验一实验组在视频辅助下进行的听力测试成绩并没有优于音频组。根据本研究的实际进行情况推测原因可能是因为相比起音频，情境视频所补充的信息与测试内容不符、学生需要时间适应这种对他们而言较新鲜的教学模式，或视频给予更多信息的同时造成了学生的认知负荷。另外，在使用视频辅助听力教学时，应充分考虑到留学生是否有相关生活经验或背景知识来理解视频内容。而对实验组进行的问卷调查则发现虽然过半数的学生认为视频辅助下的听力练习没有变简单，但他们相信这种用视频辅助听力教学的方式会对他们的汉语习得有帮助。（二）实验二根据课堂观察发现，情景剧刺激下的课堂比只听录音的更能激发学生的学习兴趣，课堂表现也活跃很多。视觉辅助（如说话者的语气、肢体动作和面部表情）能够对听力内容进行相关信息的补充，同时也提高了真实性。问卷反映学生对于这种方式教学的态度积极，也说明了教学方式的转变可以促进学生的学习动机。但是，视频辅助教学容易存在语速快，词汇难等问题，所以选取教材时应谨慎考虑，课堂教学进行期间也需要老师更多的指导。最后，笔者以本研究发现为基础，从如何改进听力材料展示手段从而提升听力理解能力出发，，给教师在教材选择和教学过程上提出建议，并指出了设计此类研究需要注意的几个方面问题，希望对未来进行有关研究的研究者有一定的参考价值。
[Abstract]:In recent years, the teaching of Chinese as a foreign language has attracted much attention due to the hot Chinese language. However, the research on the teaching of Chinese listening is relatively small. The emphasis of the listening practice is to understand the content of the students, so as to achieve the purpose of communicating with other people in second language. Therefore, the design of practice should be based on the realistic communicative situation. Nowadays, the multimedia technology is becoming more and more developed, but the teaching of listening for Chinese as a foreign language has always been used as the source of listening materials. It is very scarce for the video assisted Chinese learners to practice listening, especially the lack of practical experimental research. Therefore, this study aims to pass on video assisted primary Chinese listening class teaching. The purpose of this study is to explore the effect of video assistance on listening comprehension and learning attitude of primary Chinese learners.
The research object is the junior Chinese students studying Chinese in Huazhong University of Science and Technology. The experiment is divided into two parts: the first part is to divide the students of Chinese for half a semester into two groups. According to the different means of listening materials, the contrast analysis of video and audio auxiliary teaching is carried out, and the design of the experimental group is designed. The questionnaire is intended to understand the students' views on video assisted listening teaching. The second part of the experiment is to use "Happy Chinese > sitcom" teaching method of audio-visual teaching in the classroom. The purpose is to evaluate the feasibility of audio-visual teaching method in the primary Chinese classroom by trying to use video assisted teaching methods different from traditional listening classes. But because the learners in Chinese can understand that the input and output are very limited, the subjects of the second experiments are a little higher than the first one, but they are still classified as a class of Junior Chinese learners. Besides using the quantified questionnaire, the experiment also is based on the researchers' reflection. The interview and feedback of the students are analyzed and discussed.
The conclusions of the two experiments are as follows:
(1) experiment 1
The results of the experimental group were not better than the audio group. According to the actual situation of the study, the reasons may be because the information supplemented by the situational video does not correspond to the content of the test, and the students need time to adapt to the new teaching model for them, or the video is given more. In addition, in the use of video assisted listening teaching, we should fully consider whether the students have relevant life experience or background knowledge to understand the content of video. Simple, but they believe that this way of video assisted listening teaching will help their Chinese acquisition.
(two) experiment two
According to the classroom observation, it is found that the classroom stimulated by sitcom can stimulate students' interest in learning more than only listening, and the classroom performance is very active. Visual aids (such as speaker's tone, body movement and facial expression) can supplement the relevant information of the listening content, but also improve the authenticity. The questionnaire reflects the students to this The attitude of the teaching method is positive. It also shows that the change of teaching method can promote the students' learning motivation. However, the video auxiliary teaching is easy to have fast language speed and difficult vocabulary, so it should be carefully considered when choosing the teaching material, and the teacher needs more guidance during the course of classroom teaching.
Finally, on the basis of this research, the author, based on how to improve the means of listening materials to improve the ability of listening comprehension, gives teachers suggestions on the selection of teaching materials and teaching process, and points out several problems that should be paid attention to in the design of this kind of research, hoping to have some reference to the researchers in the future. Value.

【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】