【摘要】：在第二語(yǔ)言習(xí)得領(lǐng)域,關(guān)注學(xué)習(xí)者差異的研究相對(duì)較為薄弱。在漢語(yǔ)作為第二語(yǔ)言教學(xué)界,有關(guān)學(xué)習(xí)者口語(yǔ)交際策略的研究尚處于起步階段。本論文在已有的口語(yǔ)交際策略相關(guān)研究的基礎(chǔ)上,采用問卷調(diào)查和訪談的形式,對(duì)中級(jí)水平美國(guó)留學(xué)生漢語(yǔ)口語(yǔ)交際策略的使用情況、漢語(yǔ)口語(yǔ)交際策略的使用與影響因素的關(guān)系及漢語(yǔ)口語(yǔ)交際策略的使用與交際效果的關(guān)系進(jìn)行了調(diào)查研究。 本文共分五章。第一章闡述了本文的選題緣由及意義、研究的問題與目標(biāo)、研究方法及創(chuàng)新之處。目前學(xué)術(shù)界關(guān)于美國(guó)留學(xué)生漢語(yǔ)學(xué)習(xí)方面的研究成果多偏重于偏誤分析與對(duì)比分析,學(xué)習(xí)策略略有涉及,但是針對(duì)美國(guó)學(xué)生漢語(yǔ)口語(yǔ)交際策略的專項(xiàng)研究成果并不多。因此,本研究不僅可以為以后針對(duì)美國(guó)學(xué)生的漢語(yǔ)口語(yǔ)教學(xué)及漢語(yǔ)口語(yǔ)交際策略的研究提供基本資料和依據(jù),還可以為對(duì)美漢語(yǔ)教學(xué)提供口語(yǔ)教學(xué)參考和指導(dǎo)。 第二章回顧了國(guó)內(nèi)外學(xué)術(shù)界關(guān)于口語(yǔ)交際策略的研究,從理論研究和實(shí)證研究?jī)煞矫孢M(jìn)行了梳理與闡述,并分析了口語(yǔ)交際策略的研究現(xiàn)狀及不足。 第三章介紹了本研究的研究設(shè)計(jì),包括調(diào)查對(duì)象、研究工具、數(shù)據(jù)的收集和分析。本研究調(diào)查對(duì)象在南京大學(xué)、東南大學(xué)、北京大學(xué)、北京語(yǔ)言大學(xué)及東北師范大學(xué)的漢語(yǔ)中級(jí)班學(xué)習(xí)的美國(guó)留學(xué)生,共計(jì)52人。研究工具為漢語(yǔ)口語(yǔ)交際策略調(diào)查問卷和訪談錄音。調(diào)查問卷由學(xué)生個(gè)體因素調(diào)查問卷及漢語(yǔ)口語(yǔ)交際策略調(diào)查問卷兩部分構(gòu)成。本研究使用描述性統(tǒng)計(jì)、獨(dú)立樣本T檢驗(yàn)、Pearson相關(guān)分析和方差分析等統(tǒng)計(jì)方法對(duì)問卷數(shù)據(jù)進(jìn)行分析。 第四章是研究結(jié)果和討論。研究結(jié)果發(fā)現(xiàn)：(1)中級(jí)水平美國(guó)留學(xué)生在母語(yǔ)環(huán)境中漢語(yǔ)口語(yǔ)交際策略使用頻率由高到低依次為非言語(yǔ)行為類策略、檢索策略、求助策略、借用策略、轉(zhuǎn)述策略、減縮策略。(2)中級(jí)水平美國(guó)留學(xué)生在目的語(yǔ)環(huán)境中漢語(yǔ)口語(yǔ)交際策略使用頻率由高到低依次為非言語(yǔ)行為類策略、檢索策略、求助策略、轉(zhuǎn)述策略、減縮策略、借用策略。(3)中級(jí)水平美國(guó)留學(xué)生在目的語(yǔ)環(huán)境下會(huì)更多地使用口語(yǔ)交際策略。(4)借用策略的使用與使用環(huán)境有關(guān),即母語(yǔ)環(huán)境或者目的語(yǔ)環(huán)境對(duì)使用借用策略的頻率和傾向性產(chǎn)生影響。(5)性別、性格、學(xué)習(xí)時(shí)間和學(xué)習(xí)動(dòng)機(jī)對(duì)某些策略的使用有顯著影響,且影響隨著使用環(huán)境的改變而改變。(6)減縮策略與交際效果呈顯著負(fù)相關(guān),其余五項(xiàng)策略與交際效果呈顯著正相關(guān)。 第五章總結(jié)了研究結(jié)果,從教學(xué)環(huán)境、教學(xué)對(duì)象、教學(xué)方法及語(yǔ)言測(cè)試四個(gè)方面闡述了研究結(jié)果對(duì)對(duì)外漢語(yǔ)教學(xué)的啟示,并指出本研究的不足及對(duì)未來(lái)美國(guó)學(xué)生漢語(yǔ)口語(yǔ)交際策略研究的啟示。
[Abstract]:In the field of second language acquisition, the study of learner differences is relatively weak. In the field of Chinese as a second language, the study of learners' oral communication strategies is still in its infancy. Based on the existing studies on oral communication strategies, this thesis uses questionnaires and interviews to study the use of oral communication strategies among American students at intermediate level. This paper investigates the relationship between the use of Chinese oral communication strategies and the influencing factors, and the relationship between the use of Chinese oral communication strategies and the communicative effects. This paper is divided into five chapters. The first chapter describes the reason and significance of the topic, research problems and objectives, research methods and innovations. At present, the academic research on Chinese learning for American students is focused on error analysis and contrastive analysis, learning strategies are slightly involved, but there are few special research results on American students' spoken Chinese communication strategies. Therefore, this study can not only provide the basic information and basis for the future study of American students' oral Chinese teaching and the strategy of oral Chinese communication, but also provide reference and guidance for American Chinese teaching. The second chapter reviews the domestic and foreign academic research on oral communication strategies, from the theoretical research and empirical research on the two aspects of combing and expounding, and analyzes the current situation and shortcomings of oral communication strategies. The third chapter introduces the research design of this study, including survey object, research tools, data collection and analysis. In this study, 52 American students were enrolled in Chinese intermediate classes in Nanjing University, Southeast University, Beijing language and language University and Northeast normal University. The research tools are questionnaire and interview recording. The questionnaire consists of individual factors questionnaire and oral communication strategy questionnaire. In this study, descriptive statistics, independent sample T test, Pearson correlation analysis and variance analysis were used to analyze the questionnaire data. The fourth chapter is the research results and discussion. The results of the study are as follows: (1) the frequency of using spoken Chinese communication strategies in the native language environment of American students at intermediate level is nonverbal behavior strategies, retrieval strategies, help-seeking strategies, borrowing strategies and reporting strategies. Reduction strategies. (2) in the target language environment, American students at the intermediate level use non-verbal behavior strategies, retrieval strategies, help strategies, paraphrase strategies, and reduction strategies from high to low. Borrowing strategies. (3) American students at the intermediate level will use oral communication strategies more frequently in the target language environment. (4) the use of borrowing strategies is related to the context in which they are used. That is, the mother tongue environment or the target language environment has an effect on the frequency and tendency of using borrowed strategies. (5) gender, personality, learning time and motivation have significant effects on the use of some strategies. And the influence changes with the change of using environment. (6) the reduction strategy is negatively correlated with the communicative effect, while the other five strategies have a significant positive correlation with the communicative effect. The fifth chapter summarizes the results of the research, from the teaching environment, teaching objects, teaching methods and language testing four aspects of the results of the study on Chinese as a foreign language teaching enlightenment. It also points out the deficiency of the present study and its implications for the future study of spoken Chinese communication strategies for American students.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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