本文關(guān)鍵詞： 書(shū)面語(yǔ)能力 語(yǔ)篇語(yǔ)體量化分析法 對(duì)外漢語(yǔ)　出處：《北京語(yǔ)言大學(xué)》2009年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】： 交際是語(yǔ)言教學(xué)的終極目標(biāo),無(wú)論是口頭形式的交際還是筆頭形式的交際。第二語(yǔ)言教學(xué)以學(xué)生的交際能力為目標(biāo),充分注重了口語(yǔ)的教學(xué),相比之下,書(shū)面語(yǔ)教學(xué)就顯得相當(dāng)薄弱。縱觀對(duì)外漢語(yǔ)教學(xué)界,口語(yǔ)教學(xué)的呼聲方興未艾,但是書(shū)面語(yǔ)的教學(xué)卻遲遲沒(méi)有迎來(lái)春天。 本文在對(duì)目前的國(guó)內(nèi)外書(shū)面語(yǔ)相關(guān)文獻(xiàn)做出綜述后,區(qū)分了眾學(xué)者使用的相關(guān)概念,在此基礎(chǔ)上,確定本文的研究?jī)?nèi)容和目標(biāo)。 目前,從學(xué)生的直接學(xué)習(xí)效果出發(fā)來(lái)探討書(shū)面語(yǔ)教學(xué)的文章不多,本文以探討和研究學(xué)生的書(shū)面語(yǔ)能力為核心,從學(xué)生的原始語(yǔ)料出發(fā),抽取HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中70分、80分、90分作文各60篇,考慮到文體可能會(huì)對(duì)學(xué)生的書(shū)面語(yǔ)能力產(chǎn)生影響,所以,我們?cè)诿總�(gè)分?jǐn)?shù)階段上各取議論文和記敘文兩種文體,每個(gè)分?jǐn)?shù)階段每種文體抽取30篇,涵蓋兩個(gè)作文題目,目的是盡可能全面準(zhǔn)確地對(duì)高等HSK考試中學(xué)生的書(shū)面語(yǔ)能力進(jìn)行考察。 本文采用語(yǔ)篇語(yǔ)域量化法,試圖將學(xué)生抽象的書(shū)面語(yǔ)能力轉(zhuǎn)換成具體的數(shù)值表現(xiàn)出來(lái),分析對(duì)比各個(gè)分?jǐn)?shù)階段、各種文體之間的差異及其原因;同時(shí)從語(yǔ)言的詞匯、短語(yǔ)、句法及篇章層面對(duì)學(xué)生的語(yǔ)言使用特征進(jìn)行考察分析。 考察結(jié)果證實(shí),雖然學(xué)生的HSK作文分?jǐn)?shù)較高,但學(xué)生的書(shū)面語(yǔ)能力非常不理想。另外,學(xué)生分辨口語(yǔ)與書(shū)面語(yǔ)的能力也很差,即使是HSK高等證書(shū)的獲得者,其語(yǔ)體辨別能力遠(yuǎn)遠(yuǎn)不夠,學(xué)生的語(yǔ)體能力沒(méi)有向“口語(yǔ)體”和“書(shū)面語(yǔ)體”兩端延伸的趨勢(shì),學(xué)生仍處于“口語(yǔ)——通用語(yǔ)——書(shū)面語(yǔ)”中“通用語(yǔ)——書(shū)面語(yǔ)”的起步階段。學(xué)生在書(shū)面語(yǔ)言使用方面,存在著不均衡的現(xiàn)象。 以考察結(jié)果為基礎(chǔ),我們針對(duì)書(shū)面語(yǔ)教學(xué)的實(shí)際效果,從教學(xué)的四大環(huán)節(jié)出發(fā),試圖建立一套完整的書(shū)面語(yǔ)教學(xué)體系,對(duì)書(shū)面語(yǔ)教學(xué)提出一些可供參考的建議。
[Abstract]:Communication is the ultimate goal of language teaching, whether in oral or written form. Second language teaching aims at students' communicative competence and pays full attention to oral language teaching. Throughout the field of teaching Chinese as a foreign language, the voice of oral language teaching is in the ascendant, but the teaching of written language has not ushered in spring. After summarizing the current literature of written language at home and abroad, this paper distinguishes the relevant concepts used by scholars, and on this basis, determines the contents and objectives of this paper. At present, there are few articles to discuss the teaching of written language from the perspective of the students' direct learning effects. This paper focuses on exploring and studying the students' written language ability, starting from the students' original corpus. Taking into account the influence of writing style on students' written language ability, we selected 70, 80 and 90 compositions from the HSK dynamic composition corpus. Therefore, we take argumentation and narrative writing in each grade stage. The purpose of this paper is to investigate the written language ability of high school students in the HSK examination as comprehensively and accurately as possible. This paper attempts to convert the students' abstract written language abilities into concrete numerical expressions by using the textual register method, to analyze and compare the differences between different grades, different styles and their causes, and at the same time, to analyze and compare the vocabulary and phrases of the language. The syntactic and textual features of students' language use are investigated and analyzed. The results show that although the students' HSK scores are high, the students' written language skills are far from ideal. In addition, the students' ability to distinguish between spoken and written language is also very poor, even for the recipients of the HSK advanced certificate. Their stylistic discrimination ability is far from enough, and the students' stylistic ability does not extend to the two ends of "colloquial style" and "written style". Students are still in the initial stage of "common language-written language" in "spoken-Common language-written language", and there is an imbalance in the use of written language by students. Based on the investigation results, we try to set up a complete teaching system of written language from the four aspects of the teaching in view of the actual effect of the teaching of written language, and put forward some suggestions for reference in the teaching of written language.
【學(xué)位授予單位】：北京語(yǔ)言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：H195
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本文編號(hào)：1531144