秘鲁天主教大学孔子学院汉语教师教学语言使用情况调研

发布时间：2018-04-22 13:15

本文选题：海外汉语教学 + 教学语言　；参考：《上海外国语大学》2017年硕士论文

【摘要】：在第二语言教学中,关于教学语言的使用一直存在很多的争议,教师是直接使用目的语教学,还是借助媒介语进行教学;使用不同教学语言对学生学习态度和学习效果的影响,这些问题都是课堂教学研究的重要课题。本文以秘鲁天主教大学孔子学院汉语教师教学语言为研究对象,调查他们在秘鲁天主教大学孔子学院的汉语教学中教学语言的使用情况。笔者向秘鲁天主教大学孔子学院的学生发放了学生问卷,对4位教师的汉语课进行了课堂录音分析,并对另外3位教师进行了教学访谈,调查分析在秘鲁汉语教学中教学语言的使用情况。详细了解了在汉语教学中,使用英语、西班牙语作为媒介语或不使用媒介语的汉语教学情况,了解这些教师在实际教学中对教学语言使用情况的把握,以及教师对于使用不同教学语言的态度和看法。本文第一章主要围绕引言和本文缘起两个方面展开,紧接着从相关研究现状、本文研究方法及理论基础、相关研究成果及结论等三个方面综述汉语国际教育教学中教学语言的使用情况,结合秘鲁天主教大学孔子学院汉语教学的概况,进行分析概述,作为本论文研究的背景和出发点,具体介绍了研究背景与目的以及研究的意义。第二章主要从学生调查问卷的设计、调查方法以及分析三个方面展开,从学生的视角,调查了秘鲁天主教大学孔子学院的教师不同教学语言的课堂使用情况以及学生对教师使用不同教学语言的态度。第三章主要介绍了秘鲁天主教大学孔子学院汉语教师课堂录音、教师访谈两个方面,调查教师使用何种媒介语教学,在不同的教学阶段、不同的教学内容使用英语、西班牙语作为媒介语的教学情况,结合学生课堂上的反馈和接受效果,考察教师媒介语的使用是否有效恰当,在此基础上做出了一些相关的归纳与思考。第四章主要是结语部分,此处对全文进行分析概述,并提出了合理使用媒介语的探讨与思考。经研究论证,本文得出的具体结论如下:1.海外汉语课堂上,不同的教学语言对学生的学习态度、学习效果起着重要的作用。每个教学阶段都离不开媒介语的辅助,但是不同教学阶段对不同媒介语种类的要求不尽相同。2.在初级阶段,教师应当根据学生的需求,教学语言尽量安排为其母语或者汉语进行授课,并且注意控制媒介语的使用量,在保证可理解输入的情况下,尽量多地使用目的语授课。3.中级阶段的学生对其母语的依赖度降低,所以对教学媒介语的要求可以适当放宽,可以是师生双方共同掌握的第三种语言,同时学生也可以将第三种语言的学习经验应用于汉语的学习,进而提高学习效率。4.高级阶段的学生尽量采用纯汉语讲解,但是必要时也可以采用一些媒介语辅助,尤其是在海外的汉语教学中,要注重持续激发学生的学习兴趣,保证其学习质量。5.教师应当主要在解释生词和讲解语法时使用媒介语,在其他教学环节应当有计划地控制媒介语的使用,并积极借助其他教学方式辅助解释。本文主要是以秘鲁天主教大学孔子学院的汉语教学语言为研究对象,在此基础上,为西班牙语国家汉语教学中媒介语的使用提出了建议,也希望通过本文的研究,给海外汉语教学中媒介语的使用提供可参考的资料和补充。国别化调查和研究是本文的创新点,同时本文作为个案研究还存在许多不足和局限,仍需不断地修改和完善。
[Abstract]:In the second language teaching, there are many disputes about the use of teaching language. Teachers use the target language teaching directly, or the use of media language to teach, and the influence of different teaching languages on students' learning attitude and learning effect are all important topics in the study of classroom teaching. This article is based on Peru Catholicism. The teaching language of Chinese teachers in Confucius College of University of Confucius was studied. The use of teaching language in the Chinese teaching of Confucius college in the Catholic University of Peru was investigated. The author issued a student questionnaire to the students of the Confucius College of the Catholic University of Peru, and analyzed the Chinese class of the 4 teachers, and 3 other teachers. The teacher conducted a teaching interview to investigate and analyze the use of teaching language in the teaching of Chinese language in Peru. The teaching situation of Chinese language teaching in the Chinese language teaching, using English, Spanish as a medium or not using media language, to understand the teachers' grasp of the use of teaching language in the actual teaching, and the teachers' knowledge of the teaching language. The first chapter of this paper is mainly focused on the introduction and the origin of this article in two aspects, followed by a summary of the application of the teaching language in the teaching of Chinese International Education from the three aspects of the related research status, the research methods and theoretical basis, the relevant research results and conclusions, and the combination of Peru Catholicism. The general situation of Chinese teaching in Confucius College of university is summarized. As the background and starting point of this study, the background and purpose of the study are introduced. The second chapter is mainly from the design of the questionnaire, the method of investigation and the analysis of three aspects, and the investigation of the Catholic University in Peru from the perspective of the students. In the third chapter, the third chapter mainly introduces the classroom recording of Chinese teachers in Confucius College of Peru Catholic University and the two aspects of teacher interview. With the use of English and Spanish as the teaching situation of media language, it combines the feedback and reception effect of the students to examine whether the use of the teacher's media is effective and appropriate. On this basis, some related induction and thinking are made. The fourth chapter is the concluding part. The full text is analyzed and summarized, and the rationality is put forward. The discussion and thinking of media language is used. After research and demonstration, the specific conclusions are as follows: 1. different teaching languages play an important role in students' learning attitude and learning effect in overseas Chinese class. Each teaching stage can not be separated from the auxiliary of media language, but different teaching stages require different media language types. At the initial stage of the same.2., teachers should arrange the teaching language for their mother tongue or Chinese as far as possible according to the needs of the students, and pay attention to controlling the use of the media language. In the case of comprehensible input, the students who use the target language as much as possible to teach the intermediate stage of the.3. are less dependent on their mother tongue. The requirements of the media language can be appropriately relaxed, which can be the third languages shared by both teachers and students. At the same time, students can also apply the learning experience of the third languages to the study of Chinese, and then improve the students' learning efficiency at the advanced stage of.4. to use pure Chinese as far as possible. However, some media languages can also be used when necessary. In Chinese teaching overseas, especially in the Chinese teaching abroad, we should pay more attention to motivate the students' interest in learning, and ensure that the quality of learning.5. teachers should mainly use media language in explaining the new words and explaining the grammar. In other teaching links, the use of media language should be controlled in a planned way. It is based on the Chinese teaching language of Confucius College of the Catholic University of Peru as the research object. On this basis, some suggestions are put forward for the use of media language in the teaching of Chinese language in Spanish speaking countries. It also hopes to provide information and supplement for the use of media language in overseas Chinese teaching. There are still many deficiencies and limitations in this paper, which need to be constantly revised and improved.

【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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