本文選題：話語(yǔ)標(biāo)記 + 對(duì)外漢語(yǔ)口語(yǔ)教學(xué)��； 參考：《河南師范大學(xué)》2017年碩士論文

【摘要】：話語(yǔ)標(biāo)記是語(yǔ)言交際中經(jīng)常被使用到的語(yǔ)言現(xiàn)象,尤其是在口語(yǔ)中,話語(yǔ)標(biāo)記有著不可或缺的地位。國(guó)外關(guān)于話語(yǔ)標(biāo)記的研究比我國(guó)早,雖研究成果比較豐富,但大部分國(guó)外學(xué)者對(duì)話語(yǔ)標(biāo)記的研究集中在英語(yǔ)領(lǐng)域。我國(guó)對(duì)話語(yǔ)標(biāo)記的研究較晚,理論成果并不是很豐富,從二語(yǔ)習(xí)得角度來(lái)對(duì)話語(yǔ)標(biāo)記進(jìn)行分析研究的論文更是寥寥無(wú)幾。近年來(lái)話語(yǔ)標(biāo)記的重要性不斷被提及。筆者認(rèn)為,話語(yǔ)標(biāo)記有助于話語(yǔ)的組織以及語(yǔ)篇的理解,并且在對(duì)外漢語(yǔ)口語(yǔ)教學(xué)中也有著重要的作用,所以習(xí)得話語(yǔ)標(biāo)記對(duì)掌握一門外語(yǔ)具有舉足輕重的作用。筆者在本文中從對(duì)外漢語(yǔ)口語(yǔ)教學(xué)這一新穎角度出發(fā),在國(guó)內(nèi)外原有的對(duì)漢語(yǔ)標(biāo)記研究基礎(chǔ)上對(duì)重新對(duì)話語(yǔ)標(biāo)記進(jìn)行了界定和分類,并且從語(yǔ)音、語(yǔ)義、語(yǔ)法等方面明確了話語(yǔ)標(biāo)記的特征。筆者細(xì)致考察了漢語(yǔ)口語(yǔ)課堂教學(xué)中典型的話語(yǔ)標(biāo)記使用情況,它們包括教師使用的話語(yǔ)標(biāo)記與學(xué)生使用的話語(yǔ)標(biāo)記,并依據(jù)話語(yǔ)標(biāo)記的內(nèi)部構(gòu)成成分進(jìn)行了分類,分別為:話語(yǔ)標(biāo)記詞、話語(yǔ)標(biāo)記短語(yǔ)以及話語(yǔ)標(biāo)記小句。通過(guò)對(duì)比師生常用的話語(yǔ)標(biāo)記,揭示學(xué)生話語(yǔ)標(biāo)記的習(xí)得主要來(lái)源于對(duì)教師的模仿,體現(xiàn)了對(duì)外漢語(yǔ)口語(yǔ)課堂教學(xué)中教師使用話語(yǔ)標(biāo)記的重要性。本文的最后兩章,筆者從運(yùn)用從宏觀到微觀的角度對(duì)話語(yǔ)標(biāo)記的教學(xué)策略進(jìn)行了嘗試性的探究�？偟膩�(lái)說(shuō),本文共分為六章,內(nèi)容安排如下:第一章緒論點(diǎn)明選題背景和意義,在總結(jié)國(guó)內(nèi)外話語(yǔ)標(biāo)記研宄現(xiàn)狀的基礎(chǔ)上,指出了國(guó)內(nèi)研宄的不足和今后的研宄方向。同時(shí)還介紹了本文的研究方法和語(yǔ)料來(lái)源。第二章話語(yǔ)標(biāo)記的界定規(guī)范探討,在這一章中首先交代了本文的理論背景,接著在現(xiàn)有研究成果的基礎(chǔ)上對(duì)話語(yǔ)標(biāo)記進(jìn)行了重新界定,闡明了話語(yǔ)標(biāo)記在位置,語(yǔ)義和語(yǔ)用上的特征并且把話語(yǔ)標(biāo)記和其他獨(dú)立語(yǔ)區(qū)別開(kāi)來(lái)。根據(jù)實(shí)際情況對(duì)話語(yǔ)標(biāo)記進(jìn)行了重新分類整理。第三章漢語(yǔ)母語(yǔ)者和非母語(yǔ)者課堂中話語(yǔ)標(biāo)記的構(gòu)成第三章作為本篇論文的核心,筆者通過(guò)轉(zhuǎn)寫四個(gè)具有代表性的漢語(yǔ)母語(yǔ)者和非母語(yǔ)的漢語(yǔ)口語(yǔ)微格課堂,獲得大量語(yǔ)料,對(duì)在課堂中出現(xiàn)的話語(yǔ)標(biāo)記進(jìn)行了細(xì)致的分析,細(xì)致考察了口語(yǔ)課堂中教師話語(yǔ)標(biāo)記和學(xué)生話語(yǔ)標(biāo)記的使用情況,從而得出教師對(duì)話語(yǔ)標(biāo)記的使用與學(xué)生習(xí)得話語(yǔ)標(biāo)記的關(guān)系。第四章對(duì)外漢語(yǔ)口語(yǔ)課堂中話語(yǔ)標(biāo)記語(yǔ)使用特點(diǎn)本章分析了學(xué)生使用話語(yǔ)標(biāo)記的特點(diǎn),影響教師使用話語(yǔ)標(biāo)記的因素和教師在使用話語(yǔ)標(biāo)記中出現(xiàn)的問(wèn)題。第五章對(duì)外漢語(yǔ)口語(yǔ)教學(xué)中話語(yǔ)標(biāo)記的教學(xué)策略。在本章中,筆者提出分階段進(jìn)行對(duì)話語(yǔ)標(biāo)記的口語(yǔ)教學(xué),由于初、中、高三個(gè)漢語(yǔ)水平階段學(xué)生的學(xué)情不同,所以筆者認(rèn)為應(yīng)該根據(jù)每一階段制定相應(yīng)的話語(yǔ)標(biāo)記教學(xué)策略。同時(shí)給口語(yǔ)教師提出了幾點(diǎn)建議,創(chuàng)新了教學(xué)方法,嘗試性的引入任務(wù)型教學(xué)法和隱性教學(xué)法。第六章從微觀角度,有針對(duì)性的設(shè)計(jì)了一堂口語(yǔ)標(biāo)記“你看”的口語(yǔ)教學(xué)。
[Abstract]:Discourse markers are often used in language communication, especially in spoken language. Discourse markers have an indispensable position. The study of discourse markers abroad is earlier than that of our country. Although the research results are abundant, most foreign scholars focus on the discourse markers in the English field. Later, the theoretical results are not very rich. There are few papers on the analysis of discourse markers from the angle of two language acquisition. In recent years, the importance of discourse markers has been mentioned. The author believes that discourse markers are helpful to the organization of discourse and the understanding of discourse, and it is also important in the teaching of spoken Chinese as a foreign language. In this paper, based on the original study of Chinese and foreign language markers, the author defines and classifuses the discourse markers on the basis of the study of Chinese and foreign language markers at home and abroad, and makes it clear from the aspects of phonetics, semantics and grammar. The characteristics of discourse markers. The author carefully examines the typical use of discourse markers in spoken Chinese classroom teaching, which includes discourse markers used by teachers and discourse markers used by students, and classifies them according to the internal components of discourse markers, which are discourse markers, discourse markers and discourse markers. By comparing the commonly used discourse markers of teachers and students, it is revealed that the acquisition of students' discourse markers is mainly derived from the imitation of teachers, which embodies the importance of teachers' use of discourse markers in the classroom teaching of spoken Chinese. The last two chapters of this paper have made a taste of the teaching strategies of discourse markers from the perspective of macro to micro. In general, this article is divided into six chapters. The content is arranged as follows: the first chapter introduces the background and significance of the topic. On the basis of summarizing the present situation of the domestic and foreign discourse markers, it points out the shortcomings of the domestic research and the direction of the future research. At the same time, it also introduces the research methods and corpus sources of this article. The second chapter of discourse markers is also introduced. In this chapter, we first confer the theoretical background of this article, then redefine the discourse markers on the basis of the existing research results, clarify the characteristics of the discourse markers in position, semantics and pragmatics, and distinguish the discourse markers from the other independent languages. The third chapter of the discourse markers in the third chapter of Chinese native speakers and non native speakers is the core of this paper. The author obtains a large number of corpus by transferring four representative Chinese native speakers and non native language spoken Chinese language classes, and makes a careful study of the discourse markers that appear in the classroom. The analysis of the use of discourse markers and students' discourse markers in oral English classroom, and the relationship between teachers' use of discourse markers and students' acquisition of discourse markers. In the fourth chapter, the characteristics of the use of discourse markers in the spoken language classroom of foreign language are analyzed. The fifth chapter is the teaching strategy of discourse markers in the teaching of spoken Chinese as a foreign language. In this chapter, the author proposes that the oral teaching of discourse markers is carried out in a phased way. According to each stage, the corresponding teaching strategy of discourse markers is formulated. At the same time, some suggestions are given to the teachers of the spoken language, the teaching method is innovated, the task-based teaching method and the implicit teaching method are introduced. The sixth chapter has designed a spoken language teaching spoken language "you see" from the micro point of view.
【學(xué)位授予單位】：河南師范大學(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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