【摘要】：輸出假設(shè)是由Swain（1985）提出的一個(gè)語(yǔ)言習(xí)得理論，重點(diǎn)強(qiáng)調(diào)語(yǔ)言產(chǎn)出在語(yǔ)言習(xí)得中的作用。該假設(shè)提出以來(lái)，廣泛應(yīng)用于第二語(yǔ)言教學(xué)�；谳敵黾僭O(shè)的第二語(yǔ)言教學(xué)方法主要是針對(duì)口語(yǔ)和寫作課堂的應(yīng)用，在課堂上應(yīng)讓學(xué)生多開(kāi)口，精簡(jiǎn)多練，，才能促進(jìn)語(yǔ)言能力的內(nèi)化。 本研究采取實(shí)驗(yàn)的方法對(duì)馬達(dá)加斯加學(xué)生進(jìn)行了副詞習(xí)得的研究，對(duì)比了傳統(tǒng)的教學(xué)法與基于輸出假設(shè)的教學(xué)法在漢語(yǔ)副詞習(xí)得上的效果。 本文以馬達(dá)加斯加塔那那利佛大學(xué)孔子學(xué)院菲亞納蘭楚阿大學(xué)教學(xué)點(diǎn)的2012級(jí)春季招生的40名本科生為調(diào)查對(duì)象，研究馬達(dá)加斯加學(xué)生采用以輸出假設(shè)指導(dǎo)為主的教學(xué)法習(xí)得漢語(yǔ)12個(gè)副詞的情況。全文主要討論兩個(gè)問(wèn)題： 1.基于輸出假設(shè)的教學(xué)法的實(shí)驗(yàn)組與對(duì)照組的成績(jī)是否有差異？ 2.馬達(dá)加斯加學(xué)生在重輸出前提下HSK三級(jí)水平副詞習(xí)得的情況如何？其學(xué)習(xí)策略、學(xué)習(xí)態(tài)度是怎樣的？ 本研究采用定量研究和定性研究相結(jié)合，通過(guò)對(duì)調(diào)查對(duì)象的前測(cè)、培訓(xùn)、后測(cè)、訪談過(guò)程來(lái)進(jìn)行分析。研究結(jié)果表明，實(shí)驗(yàn)組與對(duì)照組在副詞習(xí)得的成績(jī)上有顯著差異，這說(shuō)明基于輸出假設(shè)的教學(xué)對(duì)副詞的習(xí)得有更好的效果。研究還發(fā)現(xiàn)，輸出假設(shè)理論對(duì)學(xué)生的學(xué)習(xí)興趣有促進(jìn)作用，從而提高學(xué)生的語(yǔ)言水平。 本研究對(duì)漢語(yǔ)教學(xué)具有一定的啟示，傳統(tǒng)的第二語(yǔ)言教學(xué)法注重輸入，尤其是在海外的漢語(yǔ)教學(xué)，缺乏目的語(yǔ)國(guó)家的語(yǔ)言環(huán)境，常常忽略口語(yǔ)交流練習(xí)。本文旨在從語(yǔ)言輸出的角度出發(fā)為漢語(yǔ)學(xué)習(xí)者提供更為快捷、有效的學(xué)習(xí)方式。在語(yǔ)言大量攝入的基礎(chǔ)上，更注重語(yǔ)言的輸出。
[Abstract]:Output hypothesis is a language acquisition theory proposed by Swain (1985), which emphasizes the role of language output in language acquisition. Since the hypothesis was put forward, it has been widely used in second language teaching. The second language teaching method based on output hypothesis is mainly aimed at the application of oral and writing classes. In order to promote the internalization of language competence, students should be allowed to speak more and practice more. In this study, we conducted an experimental study on the acquisition of adverbs by Madagascar students, and compared the effects of the traditional teaching method and the one based on output hypothesis on the acquisition of Chinese adverbs. In this paper, 40 undergraduate students enrolled in spring in 2012 at the Confucius Institute of Tanarivo University in Madagascar were investigated. To study the acquisition of 12 Chinese adverbs by Malagasy students with the instruction of output hypothesis. This paper mainly discusses two issues: 1. Is there a difference between the experimental group and the control group based on output hypothesis? 2. How about the acquisition of HSK level adverbs by Madagascar students under the premise of heavy output? What are their learning strategies and attitudes? In this study, quantitative and qualitative studies were combined to analyze the process of pre-test, training, post-test and interview. The results show that there are significant differences between the experimental group and the control group in the acquisition of adverbs, which indicates that the teaching based on output hypothesis has a better effect on the acquisition of adverbs. It is also found that the output hypothesis theory can promote students' interest in learning and thus improve their language proficiency. This study has some implications for Chinese teaching. Traditional second language teaching focuses on input, especially in overseas Chinese teaching, lacking the language environment of the target language countries, and often neglecting oral communication practice. The purpose of this paper is to provide Chinese learners with a faster and more effective way of learning from the perspective of language output. On the basis of a large number of language intake, pay more attention to the output of language.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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