【摘要】：因中韓貿(mào)易的擴(kuò)大，中文成為韓國(guó)學(xué)生學(xué)習(xí)的最重要的外語(yǔ)之一。與中文相關(guān)的研究也從中國(guó)的文化與語(yǔ)法的理論性研究漸漸變化到提高中文口語(yǔ)能力的實(shí)踐性方向。但是，實(shí)際上的中文口語(yǔ)課堂中并沒(méi)有反映出這樣的變化。因此，筆者認(rèn)為現(xiàn)在韓國(guó)的中文口語(yǔ)教育中存在一些問(wèn)題，并設(shè)定了以下研究問(wèn)題。 第一，現(xiàn)在韓國(guó)以漢語(yǔ)言文學(xué)專業(yè)大學(xué)生為對(duì)象的中文口語(yǔ)課中會(huì)出現(xiàn)的一般性問(wèn)題是什么？會(huì)對(duì)中文口語(yǔ)課產(chǎn)生影響的重要的因素是什么？第二，為了解決中文口語(yǔ)課出現(xiàn)的問(wèn)題，最為合適的中文會(huì)話的教學(xué)策略是什么？為此，筆者以韓國(guó)幾所大學(xué)漢語(yǔ)言文學(xué)專業(yè)的大學(xué)生為對(duì)象進(jìn)行了韓國(guó)學(xué)生中文口語(yǔ)學(xué)習(xí)情況的調(diào)查，對(duì)存在的問(wèn)題進(jìn)行分析，，希望有助于消除在中文口語(yǔ)課堂中實(shí)際出現(xiàn)的問(wèn)題。通過(guò)研究以漢語(yǔ)言文學(xué)專業(yè)大學(xué)生為對(duì)象的調(diào)查結(jié)果，我們可以看到韓國(guó)學(xué)生說(shuō)中文所碰到的最大的問(wèn)題表現(xiàn)在說(shuō)中文的環(huán)境不足。也就是說(shuō)，偏重于理論或文化講座的中文口語(yǔ)課堂的形式無(wú)法有效果的提高學(xué)生們的中文口語(yǔ)能力。如果在外語(yǔ)教程中可以說(shuō)口語(yǔ)的話，會(huì)增加說(shuō)話量，也可以學(xué)會(huì)自己描述。但是在口語(yǔ)表達(dá)中，說(shuō)話者一個(gè)一個(gè)考慮詞語(yǔ)并將此根據(jù)語(yǔ)序說(shuō)出來(lái)的順次性描述方式是妨礙自然的說(shuō)口語(yǔ)中的重要因素。最重要的是形成中文的“腦構(gòu)造”，也就是把想要描述的內(nèi)容不是以詞語(yǔ)而是以句子的形式馬上展現(xiàn)出來(lái)。這樣不僅需要集中背誦詞語(yǔ)，還要學(xué)習(xí)根據(jù)情況而需要的基本會(huì)話模式，并使用這些模式來(lái)表達(dá)。 中文口語(yǔ)課程不僅需要長(zhǎng)期且持續(xù)性的練習(xí)，而且有效果的課堂指導(dǎo)方案要通過(guò)實(shí)際課堂模擬來(lái)作為將課堂修正并完善的努力基礎(chǔ)。希望此論文能夠?qū)n國(guó)學(xué)生提高中文口語(yǔ)能力有所幫助，也希望對(duì)參加TSC4級(jí)以上考試的學(xué)生有所幫助。
[Abstract]:Due to the expansion of Sino-Korean trade, Chinese has become one of the most important foreign languages for Korean students. Chinese-related studies have gradually changed from the theoretical study of Chinese culture and grammar to the practical direction of improving spoken Chinese ability. However, in fact, the spoken Chinese classroom does not reflect such a change. Therefore, the author thinks that there are some problems in oral Chinese education in Korea, and sets the following research questions. First, what are the general problems in oral Chinese classes in South Korea, which are aimed at the students majoring in Chinese language and literature? What are the important factors that affect spoken Chinese lessons? Second, in order to solve the problems in oral Chinese class, what is the most appropriate teaching strategy of Chinese conversation? For this reason, the author makes a survey of Korean students' oral Chinese learning with the students majoring in Chinese language and literature in several Korean universities, and analyzes the existing problems. Hope to help eliminate the actual problems in the spoken Chinese class. Through the investigation of Chinese language and literature majors, we can see that the biggest problem that Korean students encounter in speaking Chinese is the lack of Chinese speaking environment. That is to say, the form of oral Chinese class with emphasis on theory or culture can not improve students' oral ability effectively. If spoken language can be spoken in a foreign language course, it will increase the number of words and learn to describe it yourself. However, in oral expression, a sequential way in which the speaker considers words and says them according to word order is an important factor that hinders the natural speaking. The most important thing is to form a "brain structure" in Chinese, that is, to express what you want to describe not as words but as sentences. In this way, we need not only to recite words, but also to learn the basic conversational patterns and to use them to express them. Oral Chinese courses require not only long-term and continuous practice, but also effective classroom guidance programs through practical classroom simulations as the basis for the revision and improvement of the classroom. I hope this paper can help Korean students improve their oral Chinese ability, and also help students who take TSC4 level or above.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 高一虹,趙媛,程英,周燕;中國(guó)大學(xué)本科生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類型[J];現(xiàn)代外語(yǔ);2003年01期

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