本文選題：留學(xué)生 + 初級(jí)階段��； 參考：《上海外國(guó)語(yǔ)大學(xué)》2013年碩士論文

【摘要】：對(duì)外漢語(yǔ)的教學(xué)目的是培養(yǎng)學(xué)習(xí)者運(yùn)用漢語(yǔ)進(jìn)行交際的能力，這種能力不單單是對(duì)詞語(yǔ)意義的理解，更是對(duì)言語(yǔ)技能的掌握，因此對(duì)學(xué)習(xí)者語(yǔ)篇銜接能力的培養(yǎng)顯得尤為重要。但在實(shí)際的教學(xué)過程中，語(yǔ)篇銜接教學(xué)的開展并不令人滿意，尤其在漢語(yǔ)學(xué)習(xí)的初級(jí)階段，因?qū)W習(xí)者所學(xué)知識(shí)有限，教師往往忽視語(yǔ)篇銜接的教學(xué)。但是，通過教學(xué)實(shí)踐，筆者發(fā)現(xiàn)在華的初級(jí)階段留學(xué)生常常想要表達(dá)一段話，而非孤零零的一句話，這說明初級(jí)階段語(yǔ)篇銜接教學(xué)的開展是非常有必要的且應(yīng)該的。筆者在查閱了語(yǔ)篇銜接教學(xué)的相關(guān)文獻(xiàn)后發(fā)現(xiàn)，有關(guān)語(yǔ)篇銜接理論研究的著作及論文較多，而有關(guān)語(yǔ)篇銜接實(shí)踐教學(xué)的卻很少，即使有也多集中在中、高級(jí)的寫作方面。故筆者希望通過對(duì)留學(xué)生的語(yǔ)篇偏誤分析設(shè)計(jì)教學(xué)實(shí)驗(yàn)，來探索在對(duì)外漢語(yǔ)教學(xué)的初級(jí)階段進(jìn)行語(yǔ)篇銜接教學(xué)的有效途徑。 本論文共分五章，各章的主要內(nèi)容如下： 第一章為緒論，主要交代本論文的一些基本情況：1.界定了本論文的研究范圍及對(duì)象，即本論文研究的“語(yǔ)篇”是指一段表達(dá)一個(gè)完整信息、前后連貫、具有一定表達(dá)或交流目的和功能的語(yǔ)言單位，而不是零星的只言片語(yǔ)；“初級(jí)階段”的留學(xué)生是指在華學(xué)習(xí)過一個(gè)學(xué)期，正在進(jìn)行第二學(xué)期學(xué)習(xí)的學(xué)生。2.本論文的選題緣由、理論基礎(chǔ)、研究方法以及研究目的等。 第二章為語(yǔ)篇銜接理論指導(dǎo)下的語(yǔ)料分析。首先回顧了語(yǔ)篇銜接理論的提出，我國(guó)語(yǔ)篇銜接理論的研究及其在對(duì)外漢語(yǔ)教學(xué)中的應(yīng)用。然后結(jié)合實(shí)際教學(xué)中搜集到的語(yǔ)料進(jìn)行偏誤分析，找出初級(jí)階段留學(xué)生常見的銜接偏誤類型。 第三章為語(yǔ)篇課堂教學(xué)的實(shí)驗(yàn)設(shè)計(jì)。在第二章的基礎(chǔ)上，確定實(shí)驗(yàn)?zāi)康摹?duì)象后并對(duì)實(shí)驗(yàn)教學(xué)的過程及“展示——演繹——識(shí)別——重現(xiàn)——生成”的對(duì)策進(jìn)行了詳細(xì)的展示。 第四章是實(shí)驗(yàn)測(cè)試及分析，是對(duì)第三章實(shí)驗(yàn)教學(xué)結(jié)果的檢驗(yàn)。通過對(duì)實(shí)驗(yàn)班（A班）與其平行班（B班）期末作文中使用到的銜接手段的對(duì)比分析，證明初級(jí)階段的語(yǔ)篇銜接教學(xué)可行并有效，可為中、高級(jí)階段的漢語(yǔ)學(xué)習(xí)打下良好的基礎(chǔ)。 第五章是教學(xué)建議和本研究的不足。在實(shí)驗(yàn)的過程中，筆者發(fā)現(xiàn)了一些有關(guān)教材等方面的問題，在此提出個(gè)人的一些淺薄的建議，以期對(duì)漢語(yǔ)教學(xué)有所幫助。此外，筆者深知本實(shí)驗(yàn)依然存在很多不足之處，首先，樣本數(shù)量太少且集中在一個(gè)學(xué)校，其代表性受到一定影響。其次，本實(shí)驗(yàn)選取的語(yǔ)料未做國(guó)籍劃分，主要是針對(duì)現(xiàn)階段國(guó)內(nèi)漢語(yǔ)教學(xué)及教材不分國(guó)籍的現(xiàn)狀。事實(shí)上，不同國(guó)籍，不同母語(yǔ)的學(xué)生對(duì)漢語(yǔ)語(yǔ)篇銜接手段的掌握情況是否相同是很值得研究的，但由于筆者手中語(yǔ)料有限，沒有深入展開。再次，，限于筆者精力有限等諸多方面因素的影響，無(wú)法做到全程監(jiān)控，只好節(jié)選部分環(huán)節(jié)分析實(shí)驗(yàn)效果，無(wú)疑會(huì)削弱實(shí)驗(yàn)的科學(xué)性。
[Abstract]:The purpose of teaching Chinese as a foreign language is to cultivate learners' ability to communicate with Chinese. This ability is not only to understand the meaning of words, but also to master the language skills, so it is particularly important for learners to cultivate the ability of text cohesion. However, in the actual teaching process, the development of discourse cohesion teaching is not satisfactory, especially in the initial stage of Chinese learning, because the learners have limited knowledge, teachers often ignore the teaching of text cohesion. However, through teaching practice, the author finds that foreign students in the primary stage in China often want to express a paragraph rather than a single sentence, which shows that the development of discourse cohesion teaching in the primary stage is very necessary and should be carried out. After consulting the relevant literature of discourse cohesion teaching, the author finds that there are more works and papers on discourse cohesion theory, but few on practical teaching of discourse cohesion, even if there are more on middle and advanced writing. Therefore, the author hopes to explore the effective way of discourse cohesion teaching in the primary stage of teaching Chinese as a foreign language by analyzing and designing teaching experiments on foreign students' discourse bias. This paper is divided into five chapters, the main contents of each chapter are as follows: The first chapter is the introduction, mainly explains some basic situation of this paper: 1. This paper defines the scope and object of this thesis, that is, "discourse" in this thesis refers to a language unit which expresses a complete message, coherently, and has a certain purpose and function of expression or communication, rather than a piecemeal phrase. "Primary stage" students are students who have studied in China for one semester and are studying in the second semester. The reason, the theoretical basis, the research method and the research purpose of this thesis. Chapter two is the corpus analysis under the guidance of discourse cohesion theory. Firstly, the author reviews the theory of discourse cohesion, the research of Chinese cohesion theory and its application in teaching Chinese as a foreign language. Then combining with the actual data collected in the teaching to analyze the errors and find out the common types of cohesion errors in the primary stage of foreign students. The third chapter is the experimental design of discourse classroom teaching. On the basis of the second chapter, the purpose of the experiment is determined, and the course of the experiment teaching and the countermeasures of "show-deduction-recognization-reproducing" are presented in detail. The fourth chapter is the experiment test and analysis, is the third chapter experiment teaching result test. Through the contrastive analysis of the cohesive devices used in the final composition of the experimental class (class A) and its parallel class (class B), it is proved that the teaching of textual cohesion in the primary stage is feasible and effective, and can lay a good foundation for the study of Chinese in the middle and advanced stages. The fifth chapter is the teaching suggestion and the insufficiency of this research. In the course of the experiment, the author finds some problems in teaching materials and puts forward some personal suggestions in order to help the teaching of Chinese. In addition, the author knows that there are still many shortcomings in this experiment. First, the sample size is too small and concentrated in a school, and its representativeness is affected to a certain extent. Secondly, the selected corpus is not divided into different nationalities, which is mainly aimed at the present situation of Chinese teaching and teaching materials in China. As a matter of fact, it is worth studying whether the students of different nationalities and different mother tongue have the same grasp of the cohesive devices in Chinese discourse. However, due to the limited corpus in the author's hand, there is no further development. Thirdly, limited to the influence of many factors, such as limited energy, it is impossible to monitor the whole process, so we have to select some links to analyze the effect of the experiment, which will undoubtedly weaken the scientific nature of the experiment.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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