【摘要】：本文主要以實地課堂錄音的方式收集初級階段對外漢語教師課堂語言的語料，再轉寫成文本，其后根據文本資料對教師課堂語言做出分析�？疾斓闹饕秶浅跫墲h語階段的讀寫課（精讀課）、口語課和聽力課。參考以往學者對母語為漢語的教師課堂教學語言的分類，我將對外漢語教師課堂語言從“組織教學用語”和“教學用語”兩方面來劃分，每一個大方面下又按照具體語言的特征用途細分出若干個小的部分，其后將我轉寫的語料根據設定好的類別分門別類。最后總結出教師口語的普遍特點，，并從教師個體差異、課型差異、教材差異等方面進行具體分析，得出結論并給出合適的建議。 第一章是緒論部分。主要介紹選題的目的和意義，導入相關的國內外研究現(xiàn)狀，介紹本文的研究對象、擬采用的理論、方法及語料來源。 第二章是介紹初級漢語階段不同課型中教師課堂語言，羅列出通過實地隨堂聽課錄音轉寫而成的語料。課型主要有讀寫課（精讀課）、口語課和聽力課，并對每位考察對象做出相應的總結和評價。 第三章是根據第二章得出的結果對漢語初級階段教師課堂語言進行探討，首先對所有考察對象的課堂語言特點做出概括性的說明，其后從不同角度詳細分析。 第四章以前幾章的研究結果作為基礎，對教師課堂語言作出評價，并從言語風格、情感流露、節(jié)奏與句長、語言的發(fā)展性和教師的口頭禪等幾個方面給予適當的建議。 第五章是結語部分。對論文所探討的問題進行總結，說明論文的價值所在，同時指出今后有待繼續(xù)深入研究的方向。
[Abstract]:This paper mainly collects the language materials of the classroom language of TCFL teachers in the primary stage by recording in the field, then transliterates them into text, and then makes an analysis of the classroom language of the teacher according to the text materials. The main scope of the investigation is reading and writing (intensive reading), oral English and listening. Referring to the past scholars' classification of the classroom teaching languages of teachers whose mother tongue is Chinese, I divide the classroom language of TCFL into two aspects: "organizing teaching language" and "teaching language". In each aspect, we subdivide several small parts according to the specific features of the language, and then classify the data I have transferred into categories according to the set categories. Finally, this paper summarizes the general characteristics of teachers' oral English, and analyzes the teacher's individual differences, class type differences, teaching materials differences and so on, and draws a conclusion and gives appropriate suggestions. The first chapter is the introduction. This paper mainly introduces the purpose and significance of the topic, introduces the current research situation at home and abroad, introduces the research object, the theory, the method and the source of the corpus. The second chapter introduces the classroom language of teachers in different classes of primary Chinese, and lists the language materials which are recorded in the listening class in the field. The main classes are reading and writing (intensive reading), oral and listening, and make a corresponding summary and evaluation of each subject. The third chapter is based on the results of the second chapter to explore the classroom language of Chinese teachers at the primary stage. Firstly, the characteristics of the classroom language of all the subjects are described in a general way, and then analyzed from different angles. On the basis of the research results of the previous chapters, the fourth chapter evaluates the classroom language of teachers and gives appropriate suggestions from the aspects of language style, emotion, rhythm and sentence length, language development and teachers' mantra. The fifth chapter is the conclusion. The problems discussed in this paper are summarized, the value of the paper is explained, and the direction of further research is pointed out.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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