本文關(guān)鍵詞： 打斷 結(jié)構(gòu) 分布 原因　出處：《北京語言大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 根據(jù)薩克斯(Sacks)等人在1974年提出的會話模式,在交際中,話輪由單一說話者掌握,下一說話者在話輪的轉(zhuǎn)換關(guān)聯(lián)位置上接過話輪,會話就這樣自然而流暢地進(jìn)行。事實(shí)并非如此,在言語交際中常常出現(xiàn)下一說話者在非轉(zhuǎn)化關(guān)聯(lián)位置發(fā)言或者在轉(zhuǎn)換關(guān)聯(lián)位置上沒有接過話輪的情況。前一種情況我們稱之為“言語打斷”,本文對打斷現(xiàn)象在課堂上的表現(xiàn)進(jìn)行研究。 從20世紀(jì)70年代開始,言語打斷現(xiàn)象一直受到語言學(xué)、人類學(xué)和社會學(xué)等諸多學(xué)科領(lǐng)域?qū)W者的關(guān)注。國內(nèi)對于打斷的研究起步比較晚,直到20世紀(jì)末才開始,而且研究領(lǐng)域也比較狹窄。在對外漢語教學(xué)的領(lǐng)域還沒有人做這方面的研究。 對于打斷的界定,學(xué)者們的看法大同小異,但對于一些細(xì)節(jié)的處理上,比方說對言語重疊、并行談話等的歸屬問題,學(xué)界有不同的意見,在本文里對言語打斷采用了廣義的界定。 本文對中級漢語綜合課課堂打斷現(xiàn)象進(jìn)行研究,分析了打斷的結(jié)構(gòu)特點(diǎn)、合作性打斷和非合作性打斷以及打斷在師生間、在男女學(xué)生間、在不同課時(shí)間、在同一課時(shí)不同時(shí)間段、在教學(xué)環(huán)節(jié)上的分布情況,分別討論了老師打斷學(xué)生和學(xué)生打斷老師的原因,并對學(xué)生做了問卷調(diào)查。在語料分析和問卷分析的基礎(chǔ)上提出幾點(diǎn)教學(xué)律議。
[Abstract]:According to the conversational model put forward by Sacks et al in 1974, in communication, the turn is controlled by a single speaker, and the next speaker takes the turn at the transition position of the turn. The conversation goes on naturally and smoothly. That's not the case. In verbal communication, the next speaker often speaks in a non-transformative relevance position or does not take the turn of the speech in a transformational relevance position. The former is called "speech interruption". This paper studies the behavior of interruptions in class. Since 1970s, the phenomenon of speech interruption has been concerned by scholars in linguistics, anthropology, sociology and many other disciplines. It didn't start until the end of 20th century, and the research field is narrow. No one has done this research in the field of teaching Chinese as a foreign language. Scholars have different views on the definition of interruption, but there are different opinions on the handling of some details, such as the attribution of speech overlap, parallel conversation and so on. In this paper, a broad definition of speech interruption is adopted. This paper studies the phenomenon of classroom interruptions in intermediate Chinese comprehensive classes, and analyzes the structural characteristics of interruptions, cooperative and non-cooperative interruptions and interruptions between teachers and students, between male and female students, and at different class times. At the same time in different periods of time, the distribution of the teaching links, discussed the reasons why teachers interrupt students and students interrupt teachers. On the basis of corpus analysis and questionnaire analysis, several teaching rules are put forward.
【學(xué)位授予單位】：北京語言大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 張譯方;對外漢語聽力課堂教師話語分析[D];東北師范大學(xué);2011年

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本文編號：1465067