留学生汉语请求言语行为调查研究

发布时间：2018-07-25 06:41

【摘要】：语言交际能力是指学习者能够运用目的语得体地进行交际的能力,对于二语习得者来说至关重要。而在语言交际能力当中,语用能力是一个重要的组成部分。国外的学者很早就开始研究学习者语用能力的培养,相关方面的著作、论文有很多。近几年,对外汉语学术界开始逐渐意识到语用能力的重要性,相关方面的研究也越来越多,对外汉语教师越来越注重对学生语用能力的培养和训练。本文将生活中经常出现的“请求”言语行为作为文章的切入点,通过分析留学生实施汉语请求言语行为的状况,并与汉语本族语者进行对比,进而考察留学生的语用能力。本文主要探讨下面两个问题:一、将留学生与中国人、中级留学生与高级留学生实施请求言语行为的情况进行比较,进而分析留学生请求言语行为的语用特点、请求策略和外部修正策略的使用情况,以及考察留学生的语用能力发展情况。二、调查结果和研究结论对对外汉语教学有哪些启发?本文通过问卷调查的方法,对中级和高级水平的留学生实施请求言语行为的情况进行了考察,并与汉语本族语者进行了对比分析。研究结果表明:1.中高级水平的留学生汉语语言水平较高,同时,已具备了一定的汉语语用能力。2.与本族语者相比,留学生的语用能力不高,而且语用能力与语言能力不是正相关关系,即语言水平高的留学生不一定具有较高的语用能力。经过分析,我们总结得出导致留学生汉语语用能力低下的原因总共有以下几点:首先,留学生对中国文化的了解不足;其次,留学生母语及其母语文化的影响;最后,对外汉语教材编写存在不足,课堂教学对培养和提高学生的语用能力不够重视。根据留学生实施请求言语行为的特点,我们认为,首先,在教材编写方面,需注意教材中的语料要真实、准确,在选择语料时,要尽量全面,另外还要符合中国人的表达习惯。其次,在教师教学方面,教师要变换课堂语用教学方式,注重从四个方面培养留学生的语用能力:第一,教师应尽量为学生选择一些真实的语料和语境;第二,教师应该为学生补充重要的元语用知识;第三,教师应为学生提供适当的操练,用来巩固和提高;第四,教师应当定期为学生提供反馈。最后,在留学生学习方面,我们认为,留学生应充分利用语言环境,多与中国人交流,多多了解中国文化,此外在学习的过程中也要不断地反思。
[Abstract]:Communicative competence refers to the learners' ability to use the target language to communicate appropriately, which is of great importance to the second language learners. In the communicative competence, pragmatic competence is an important part. Foreign scholars have been studying the cultivation of learners' pragmatic competence. In recent years, the academic circles of TCFL have begun to realize the importance of pragmatic competence, and there are more and more researches on the relevant aspects. TCFL teachers pay more and more attention to the cultivation and training of students' pragmatic competence. This paper takes the "request" speech act, which often appears in life, as the starting point of the article. By analyzing the situation of the foreign students' implementation of the Chinese request speech act, and comparing it with the native speakers of Chinese, the paper then investigates the pragmatic competence of the foreign students. This paper mainly discusses the following two questions: first, compare the situation of the foreign students with the Chinese, the middle students and the senior students, and then analyze the pragmatic characteristics of the foreign students' request speech acts. The use of request strategy and external correction strategy, as well as the development of foreign students' pragmatic competence. Second, what are the implications of the findings and conclusions for teaching Chinese as a foreign language? By means of questionnaire, this paper investigates the situation of foreign students at intermediate and advanced levels in implementing the speech act of request, and makes a comparative analysis with the native speakers of Chinese. The results of the study show that 1: 1. At the same time, the foreign students at middle and advanced level have a high level of Chinese language proficiency, and they already have some Chinese pragmatic competence. 2. Compared with native speakers, the pragmatic competence of foreign students is not high, and the relationship between pragmatic competence and language competence is not positive, that is, foreign students with high language proficiency do not necessarily have higher pragmatic competence. After analysis, we conclude that the reasons for the low pragmatic competence of foreign students are as follows: first, the foreign students do not know enough about Chinese culture; secondly, the influence of foreign students' mother tongue and their mother tongue culture; finally, There are shortcomings in compiling textbooks for TCFL, and insufficient attention is paid to the cultivation and improvement of students' pragmatic competence in classroom teaching. According to the characteristics of foreign students' speech acts of request, we think that, first of all, in the compilation of textbooks, we should pay attention to the authenticity and accuracy of the data in the textbooks, and try to be as comprehensive as possible in selecting the corpus, and in addition, accord with the expression habits of the Chinese people. Secondly, in the teaching of teachers, teachers should change the teaching methods of classroom pragmatics, pay attention to cultivating the pragmatic competence of foreign students from four aspects: first, teachers should choose some real corpus and context for students as far as possible; second, Teachers should supplement students with important meta-pragmatic knowledge; third, teachers should provide appropriate exercises for students to consolidate and improve; fourth, teachers should provide feedback to students on a regular basis. Finally, in the aspect of studying abroad, we think that students should make full use of the language environment, communicate more with Chinese people and learn more about Chinese culture. In addition, they should constantly reflect on it in the process of studying.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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