话语标记在对外汉语口语课堂中的教学策略

发布时间：2018-06-17 09:06

本文选题：话语标记 + 对外汉语口语教学　；参考：《河南师范大学》2017年硕士论文

【摘要】：话语标记是语言交际中经常被使用到的语言现象,尤其是在口语中,话语标记有着不可或缺的地位。国外关于话语标记的研究比我国早,虽研究成果比较丰富,但大部分国外学者对话语标记的研究集中在英语领域。我国对话语标记的研究较晚,理论成果并不是很丰富,从二语习得角度来对话语标记进行分析研究的论文更是寥寥无几。近年来话语标记的重要性不断被提及。笔者认为,话语标记有助于话语的组织以及语篇的理解,并且在对外汉语口语教学中也有着重要的作用,所以习得话语标记对掌握一门外语具有举足轻重的作用。笔者在本文中从对外汉语口语教学这一新颖角度出发,在国内外原有的对汉语标记研究基础上对重新对话语标记进行了界定和分类,并且从语音、语义、语法等方面明确了话语标记的特征。笔者细致考察了汉语口语课堂教学中典型的话语标记使用情况,它们包括教师使用的话语标记与学生使用的话语标记,并依据话语标记的内部构成成分进行了分类,分别为:话语标记词、话语标记短语以及话语标记小句。通过对比师生常用的话语标记,揭示学生话语标记的习得主要来源于对教师的模仿,体现了对外汉语口语课堂教学中教师使用话语标记的重要性。本文的最后两章,笔者从运用从宏观到微观的角度对话语标记的教学策略进行了尝试性的探究。总的来说,本文共分为六章,内容安排如下:第一章绪论点明选题背景和意义,在总结国内外话语标记研宄现状的基础上,指出了国内研宄的不足和今后的研宄方向。同时还介绍了本文的研究方法和语料来源。第二章话语标记的界定规范探讨,在这一章中首先交代了本文的理论背景,接着在现有研究成果的基础上对话语标记进行了重新界定,阐明了话语标记在位置,语义和语用上的特征并且把话语标记和其他独立语区别开来。根据实际情况对话语标记进行了重新分类整理。第三章汉语母语者和非母语者课堂中话语标记的构成第三章作为本篇论文的核心,笔者通过转写四个具有代表性的汉语母语者和非母语的汉语口语微格课堂,获得大量语料,对在课堂中出现的话语标记进行了细致的分析,细致考察了口语课堂中教师话语标记和学生话语标记的使用情况,从而得出教师对话语标记的使用与学生习得话语标记的关系。第四章对外汉语口语课堂中话语标记语使用特点本章分析了学生使用话语标记的特点,影响教师使用话语标记的因素和教师在使用话语标记中出现的问题。第五章对外汉语口语教学中话语标记的教学策略。在本章中,笔者提出分阶段进行对话语标记的口语教学,由于初、中、高三个汉语水平阶段学生的学情不同,所以笔者认为应该根据每一阶段制定相应的话语标记教学策略。同时给口语教师提出了几点建议,创新了教学方法,尝试性的引入任务型教学法和隐性教学法。第六章从微观角度,有针对性的设计了一堂口语标记“你看”的口语教学。
[Abstract]:Discourse markers are often used in language communication, especially in spoken language. Discourse markers have an indispensable position. The study of discourse markers abroad is earlier than that of our country. Although the research results are abundant, most foreign scholars focus on the discourse markers in the English field. Later, the theoretical results are not very rich. There are few papers on the analysis of discourse markers from the angle of two language acquisition. In recent years, the importance of discourse markers has been mentioned. The author believes that discourse markers are helpful to the organization of discourse and the understanding of discourse, and it is also important in the teaching of spoken Chinese as a foreign language. In this paper, based on the original study of Chinese and foreign language markers, the author defines and classifuses the discourse markers on the basis of the study of Chinese and foreign language markers at home and abroad, and makes it clear from the aspects of phonetics, semantics and grammar. The characteristics of discourse markers. The author carefully examines the typical use of discourse markers in spoken Chinese classroom teaching, which includes discourse markers used by teachers and discourse markers used by students, and classifies them according to the internal components of discourse markers, which are discourse markers, discourse markers and discourse markers. By comparing the commonly used discourse markers of teachers and students, it is revealed that the acquisition of students' discourse markers is mainly derived from the imitation of teachers, which embodies the importance of teachers' use of discourse markers in the classroom teaching of spoken Chinese. The last two chapters of this paper have made a taste of the teaching strategies of discourse markers from the perspective of macro to micro. In general, this article is divided into six chapters. The content is arranged as follows: the first chapter introduces the background and significance of the topic. On the basis of summarizing the present situation of the domestic and foreign discourse markers, it points out the shortcomings of the domestic research and the direction of the future research. At the same time, it also introduces the research methods and corpus sources of this article. The second chapter of discourse markers is also introduced. In this chapter, we first confer the theoretical background of this article, then redefine the discourse markers on the basis of the existing research results, clarify the characteristics of the discourse markers in position, semantics and pragmatics, and distinguish the discourse markers from the other independent languages. The third chapter of the discourse markers in the third chapter of Chinese native speakers and non native speakers is the core of this paper. The author obtains a large number of corpus by transferring four representative Chinese native speakers and non native language spoken Chinese language classes, and makes a careful study of the discourse markers that appear in the classroom. The analysis of the use of discourse markers and students' discourse markers in oral English classroom, and the relationship between teachers' use of discourse markers and students' acquisition of discourse markers. In the fourth chapter, the characteristics of the use of discourse markers in the spoken language classroom of foreign language are analyzed. The fifth chapter is the teaching strategy of discourse markers in the teaching of spoken Chinese as a foreign language. In this chapter, the author proposes that the oral teaching of discourse markers is carried out in a phased way. According to each stage, the corresponding teaching strategy of discourse markers is formulated. At the same time, some suggestions are given to the teachers of the spoken language, the teaching method is innovated, the task-based teaching method and the implicit teaching method are introduced. The sixth chapter has designed a spoken language teaching spoken language "you see" from the micro point of view.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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