本文選題：非專業(yè) + 漢語口語教學(xué)��； 參考：《華中師范大學(xué)》2016年博士論文

【摘要】：口語教學(xué)是漢語作為第二語言教學(xué)的重要組成部分。在越南,漢語教學(xué)歷史悠久,形式、內(nèi)容豐富多樣。在國際化迅速發(fā)展的今天,漢語教學(xué)在越南日益深受重視。除了作為專業(yè)教學(xué)以外,各所大學(xué)的非專業(yè)漢語教學(xué)也不斷擴大,選擇漢語的學(xué)生也不斷加多。非專業(yè)漢語教學(xué)尤其是口語教學(xué)方法研究對改善越南漢語教學(xué)質(zhì)量占有重要的地位。本論文題為“越南大學(xué)非專業(yè)漢語口語教學(xué)研究”主要采取調(diào)查研究法、實驗研究法、理論分析法對越南非專業(yè)漢語口語教學(xué)進(jìn)行現(xiàn)狀研究和對策研究。其中,考察內(nèi)容主要包括聽課觀察實錄采訪和問卷調(diào)查兩類。本文選擇河內(nèi)國家大學(xué)下屬外語大學(xué)、河內(nèi)國家大學(xué)下屬社會人文大學(xué)、河內(nèi)大學(xué)、河內(nèi)百科大學(xué)等四所大學(xué)的非專業(yè)漢語口語教學(xué)作為實證研究。論文全文共分六章：第一章用來回顧越南漢語教學(xué)的歷史；第二章對口語與口語教學(xué)尤其是漢語口語的特點及其教學(xué)進(jìn)行釋義；第三章選擇實證研究對越南非專業(yè)漢語口語教學(xué)的現(xiàn)狀進(jìn)行考察與分析,闡明其優(yōu)劣；第四章進(jìn)行漢語口語習(xí)得的機制分析；第五章對越南大學(xué)非專業(yè)漢語口語教學(xué)策略進(jìn)行探討；第六章作為論文的結(jié)語及建議。經(jīng)研究,本人發(fā)現(xiàn),到目前為止,在越南非專業(yè)漢語口語教學(xué)工作雖然已經(jīng)做出了較大的努力,與聽、讀、寫等其他技能相比更為可觀,但是也存在著一些不足。教學(xué)內(nèi)容、方法以及課時尚未達(dá)成一致。大多學(xué)校已經(jīng)將口語分開當(dāng)成較為獨立的課,與聽、讀、寫并行。但也有的將非專業(yè)漢語教學(xué)作為綜合課進(jìn)行授課。由于學(xué)生的素質(zhì)、學(xué)習(xí)態(tài)度、動力以及方法不同,加上教師對非專業(yè)口語教學(xué)的認(rèn)識與方法不盡相同導(dǎo)致了學(xué)習(xí)的效果不同。本論文提出了關(guān)于改善越南大學(xué)非專業(yè)漢語口語教學(xué)的一些建議,本論文特別強調(diào),要改善教學(xué)條件,尤其是每個班的學(xué)生數(shù)額,加強師生課堂教學(xué)的互動關(guān)系,通過豐富的組織教學(xué)活動,改變學(xué)生的學(xué)習(xí)動力,激發(fā)學(xué)生的學(xué)習(xí)興趣及求知欲望才能提高越南非專業(yè)漢語教學(xué)尤其是口語教學(xué)的質(zhì)量。論文可作為越南漢語教學(xué)的參考資料。
[Abstract]:Oral language teaching is an important part of Chinese as a second language teaching. In Vietnam, Chinese teaching has a long history, form and content. With the rapid development of internationalization, the teaching of Chinese has been paid more and more attention in Vietnam. In addition to teaching as a major, the non-professional Chinese teaching in universities is expanding and the number of students choosing Chinese is increasing. The study of non-professional Chinese teaching, especially oral Chinese teaching, plays an important role in improving the quality of Vietnamese Chinese teaching. This thesis is entitled "the study of non-professional spoken Chinese teaching in the University of Vietnam", which mainly adopts the methods of investigation, experimental research and theoretical analysis to study the present situation and countermeasures of the teaching of non-professional Chinese spoken Chinese in Vietnam. Among them, the content of investigation mainly includes two kinds of observation record interview and questionnaire survey. This paper chooses four universities, including Hanoi National University, Hanoi National University, Hanoi National University, Hanoi Encyclopedia University, as an empirical study. The thesis is divided into six chapters: the first chapter is used to review the history of Vietnamese Chinese teaching, the second chapter is to explain the characteristics and teaching of spoken language and spoken Chinese, especially the teaching of spoken Chinese. The third chapter chooses the empirical study to investigate and analyze the current situation of Vietnamese non-professional oral Chinese teaching, and clarifies its advantages and disadvantages, the fourth chapter analyzes the mechanism of oral Chinese acquisition. The fifth chapter discusses the strategies of non-professional oral Chinese teaching in Vietnam University, and the sixth chapter is the conclusion and suggestion of the thesis. Through research, I have found that although the teaching of non-professional spoken Chinese in Vietnam has made great efforts, compared with other skills, such as listening, reading, writing and so on, there are still some shortcomings. No agreement has been reached on the contents, methods and hours of the class. Most schools have separated spoken English as a more independent class, parallel to listening, reading and writing. But there are also non-professional Chinese teaching as a comprehensive course to teach. Due to different students' quality, learning attitude, motivation and methods, and teachers' different understanding and methods of non-professional oral teaching, the effect of learning is different. This paper puts forward some suggestions on how to improve the teaching of non-professional spoken Chinese in Vietnamese University. This paper emphasizes the need to improve the teaching conditions, especially the number of students in each class, and to strengthen the interaction between teachers and students in classroom teaching. Through the rich organization of teaching activities, changing students' learning motivation and arousing students' interest and desire to learn, the quality of Vietnamese non-professional Chinese teaching, especially oral teaching, can be improved. The thesis can be used as a reference for Vietnamese Chinese teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：H195
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本文編號：1875700