發(fā)布時(shí)間：2018-04-10 13:18

  本文選題：初級(jí)階段 + 蒙古國留學(xué)生　； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：本文以初級(jí)階段蒙古國留學(xué)生為研究對(duì)象,采用問卷調(diào)查法和訪談法了解研究對(duì)象在漢語交際中嘆詞的使用情況,對(duì)其中出現(xiàn)的偏誤進(jìn)行分類,分析造成偏誤的原因,并根據(jù)偏誤原因和教學(xué)實(shí)踐經(jīng)驗(yàn)提出比較有針對(duì)性的教學(xué)改進(jìn)策略,以期為蒙古國留學(xué)生漢語嘆詞的學(xué)習(xí)和使用提供服務(wù)性指導(dǎo)。本文由引言、正文和余論三個(gè)部分組成。引言部分首先介紹本課題的學(xué)術(shù)價(jià)值與現(xiàn)實(shí)意義,之后介紹嘆詞本體和我國對(duì)外漢語教學(xué)研究中嘆詞教學(xué)的研究現(xiàn)狀。國內(nèi)關(guān)于對(duì)外漢語嘆詞教學(xué)的研究興起較晚,研究成果總體數(shù)量少,無論研究的廣泛性還是針對(duì)性都有待發(fā)展,其中針對(duì)蒙古國留學(xué)生漢語嘆詞教學(xué)或使用偏誤的研究幾乎是空白的,專門以某一階段的蒙古國留學(xué)生為研究對(duì)象展開的漢語嘆詞使用調(diào)查更是無處可尋,因此本課題的研究是十分必要的。引言部分在最后介紹了本課題的研究方法,說明了具體研究的策略和步驟。正文分為三個(gè)部分。第一部分是針對(duì)初級(jí)階段蒙古國留學(xué)生漢語嘆詞使用情況的調(diào)查,以問卷調(diào)查為主,配合對(duì)個(gè)別學(xué)生的訪談,其中問卷中考查的嘆詞來自教學(xué)大綱要求掌握的嘆詞、日常交際中常用的嘆詞和目前使用比較廣泛的對(duì)外漢語教材,即《發(fā)展?jié)h語》初級(jí)口語和初級(jí)綜合中出現(xiàn)的嘆詞。通過對(duì)問卷調(diào)查和訪談結(jié)果的統(tǒng)計(jì),特別是對(duì)學(xué)生使用嘆詞時(shí)出現(xiàn)的錯(cuò)誤進(jìn)行整理,在學(xué)生錯(cuò)誤中整理出具有普遍性、規(guī)律性的偏誤,并進(jìn)行分別歸類,以便下一步分析造成偏誤的原因。第二部分根據(jù)第一部分的調(diào)查結(jié)果和分類,從四個(gè)方面分析了形成偏誤的原因,包括蒙古語嘆詞含義和出現(xiàn)語境相對(duì)固定;教材編排中嘆詞存在總量不足出現(xiàn)次數(shù)相差懸殊、總結(jié)不夠等問題;嘆詞教學(xué)方法碎片化且忽視考查以及蒙古國留學(xué)生的畏難心理;采用體勢語和回避策略。第三部分結(jié)合以上兩部分的研究成果和教學(xué)實(shí)踐經(jīng)驗(yàn)對(duì)初級(jí)階段蒙古國留學(xué)生漢語嘆詞教學(xué)提出改進(jìn)策略,包括從課文出發(fā),讓學(xué)生充分了解每個(gè)嘆詞的豐富內(nèi)涵和使用范圍;明確教學(xué)目標(biāo),引導(dǎo)學(xué)生掌握重點(diǎn)嘆詞并及時(shí)總結(jié);活躍課堂氣氛,制造師生互動(dòng)機(jī)會(huì),加強(qiáng)嘆詞操練和考查;運(yùn)用靈活的教學(xué)方法,嘗試“表情動(dòng)作教學(xué)法”四個(gè)方面。余論部分對(duì)全文進(jìn)行了總結(jié),重申了初級(jí)階段蒙古國留學(xué)生對(duì)漢語嘆詞的使用需求和目前的嘆詞教學(xué)程度之間存在的矛盾,因此迫切需要重視嘆詞教學(xué),指出嘆詞教學(xué)下一步的發(fā)展方向以及嘆詞教學(xué)具體教學(xué)法的發(fā)展趨勢,包括網(wǎng)絡(luò)用語對(duì)嘆詞詞義的影響、測定某階段學(xué)生掌握嘆詞的總量、尋找和研究適合學(xué)生在課外學(xué)習(xí)嘆詞的閱讀材料以及從聽力教學(xué)和HSK考試的角度入手進(jìn)行教學(xué)研究等。
[Abstract]:This paper takes the Mongolian students in the primary stage as the research object, uses the questionnaire and interview method to understand the use of interjections in Chinese communication, classifies the errors, and analyzes the causes of the errors.According to the reasons of errors and teaching experience, this paper puts forward some teaching improvement strategies in order to provide the guidance for Mongolian students to learn and use Chinese interjections.This paper consists of three parts: introduction, text and conclusion.The introduction first introduces the academic value and practical significance of this topic, then introduces the interjection Noumenon and the present situation of interjection teaching in Chinese teaching as a foreign language.The research on the teaching of interjections in Chinese as a foreign language (TCFL) in China is relatively late, and the total number of the research results is small. The research needs to be developed in terms of its extensiveness and pertinence.The research on Chinese interjections teaching or using errors for Mongolian students is almost blank, and the investigation on the use of Chinese interjections is nowhere to be found, especially for Mongolian students at a certain stage.Therefore, the study of this topic is very necessary.At the end of the introduction, the research methods of this topic are introduced, and the strategies and steps of the research are explained.The text is divided into three parts.The first part is a survey on the use of Chinese interjections by Mongolian students in the primary stage, mainly with questionnaires and interviews with individual students. The interjections in the questionnaires come from the interjections required by the syllabus.The interjections commonly used in daily communication and the widely used textbooks of Chinese as a foreign language at present, namely, the interjections in the primary spoken language and the primary synthesis of "developing Chinese".Through the statistics of the questionnaire and interview results, especially the errors in the use of interjections, the errors with universality and regularity are sorted out among the students' mistakes, and classified separately.In order to further analysis of the causes of errors.The second part, according to the investigation results and classification of the first part, analyzes the causes of the errors from four aspects, including the Mongolian interjection meaning and appearance context is relatively fixed;Conclusion is not enough; the teaching method of interjections is fragmented and neglects the examination and the Mongolian students' psychology of fear of difficulty; adopt body language and avoidance strategy.The third part combines the above two parts of the research results and teaching experience to the primary stage of Mongolian students Chinese interjections teaching improvement strategies, including from the text, let students fully understand the rich connotation of each interjection and the scope of use;Make clear the teaching goal, guide the students to master the key interjections and summarize them in time; enliven the classroom atmosphere, create the interactive opportunity between teachers and students, strengthen the interjection practice and examination; use the flexible teaching method, try the "expression action teaching method" four aspects.In the last part, the author summarizes the whole text, and reiterates the contradiction between the demand for the use of Chinese interjections and the current teaching level of Chinese interjections, so it is urgent to pay attention to the interjection teaching.The author points out the next development direction of interjection teaching and the developing trend of the concrete teaching method of interjection teaching, including the influence of network language on the meaning of interjections, and measures the total amount of interjections mastered by students at a certain stage.This paper looks for and studies the reading materials suitable for students to learn interjections after class, and carries on teaching research from the angle of listening teaching and HSK examination.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1731359