中文题名: | “莫斯科胡同学校”初级汉语水平青少年口头输出中的词汇问题及解决策略研究 |
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保密级别: | 公开 |
论文语种: | 中文 |
学科代码: | 045300 |
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学生类型: | 硕士 |
学位: | 汉语国际教育硕士 |
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学位年度: | 2019 |
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研究方向: | 汉语国际教育 |
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提交日期: | 2019-06-12 |
答辩日期: | 2019-06-12 |
外文题名: | STUDY ON VOCABULARY PROBLEMS AND SOLUTIONS IN THE ORAL OUTPUT OF ELEMENTARY CHINESE LANGUAGE STUDENTS IN MOSCOW HUTONG SCHOOL |
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中文摘要: |
笔者在俄罗斯实习期间发现,莫斯科胡同学校的34名初级汉语水平青少年学生常常因为词汇而影响口头表达的流利性或准确性。而在初级阶段有限的语法规则上要创造更多鲜活的句子,词汇的积累和正确运用起着至关重要的作用。因此通过解决口头输出中的词汇问题以提高学习者口头表达和交际的准确性、流利性,意义重大。
本研究首先通过问卷法、访谈法等方法调查了笔者所任教的莫斯科胡同学校汉语“教”与“学”的现状:胡同学校初级汉语水平的青少年学生使用的各种口头输出策略和词汇学习策略频度较平均且都不低。在教学观念方面,胡同学校的老师们都意识到了词汇教学和口头输出教学的重要性。在教学策略和教学方法方面,教师们都综合使用各种词汇教学法。另外,在口头输出教学方面,教师们一致强调了“精讲多练”和教学方法的“多样性”。目前胡同学校的教学主要存在三点问题:教学效益尚未实现最大化、课堂趣味性不够、过多使用俄语。
其次,笔者整理并分析了胡同学校初级汉语水平的青少年学生在进行口头输出时出现的词汇相关的问题,包括零输出、准确性问题、流利性问题三大类。这些问题的出现有非目的语环境的影响、母语或文化负迁移、教师教学策略不当等客观原因,也有学生学习策略不当、学生情感过滤不当等主观原因。
针对上述问题,笔者分别从学习者角度和教师角度出发,提出了多项解决策略,例如学习者要有充分的自我认知、多进行可理解性输出练习等。教师则要以学生为中心、将学生的语言能力和交际能力结合起来培养、利用语言和文化的正迁移效应、建立融洽的师生关系和生生关系等等。
最后,笔者以《轻松学中文2》第11课《一日三餐》为内容设计了口头输出操练课教案,据此进行教学实践,并对教学可行性和有效性进行反思与评价。
本研究将词汇学习和口头输出结合起来,从更微观的新视角进行研究,能激发学生学习汉语的兴趣,帮助胡同学校初级汉语水平的青少年学生提高词汇吸收率和语言输出的流利性、准确性、有效性,从而提高学生的口头表达和交际水平。从教学角度看,本研究还能优化操练模式。
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外文摘要: |
This study combines vocabulary learning with oral output, looking into them from a new micro perspective. It can stimulate students’ interest in learning Chinese, effectively solve the vocabulary problems in students’ oral output, and optimize the teaching mode, all leading to the improvements of students’ oral expression and communication skills.
Firstly, this study investigated the current situation of ‘teaching’ and ‘learning’ in Moscow Hutong School by using questionnaires and interviews. The study found that, among oral output strategies, emotional strategy, form-focused strategy and metacognitive strategy are all high-frequency strategies. Among vocabulary learning strategies, social strategy is the most frequently used, and the other strategies are medium-frequency strategies. In terms of teaching concepts, the teachers of Hutong School are aware of the importance of vocabulary teaching and oral output. And in terms of teaching strategies and methods, teachers use a variety of vocabulary teaching methods. In addition, teachers consistently emphasized ‘teaching the essentials and giving lots of practice’ and the diversity of teaching methods. At present, there are three main problems in Hutong’s teaching: inability to maximize the efficiency of teaching, the lack of fun in classes, and the excessive use of Russian language.
Secondly, the author collected and analyzed vocabulary-related problems that occurred in the oral output of adolescents in Hutong School, including zero output, low accuracy and low fluency. The objective reasons for these problems include the influence of non-target language environment, negative transfer of mother tongue or culture, inappropriate teaching strategies of teachers. And subjective reasons such as inappropriate learning strategies of students and inappropriate emotional filtering of students are also mentioned.
To address the above problems, the author puts forward the following solutions: learners should develop good learning habits and conduct more comprehensible output exercises, unafraid of making mistakes and so on. Teachers should be student-centered; help students combine linguistic and communicative abilities; Focus on establishing harmonious teacher-student relationship and student-student relationship.
Finally, the author designed a teaching plan with the content of Lesson 11 ‘Three Meals a Day’ of ‘Easy Steps to Chinese 2’, exercised it, and reflected on the teaching feasibility and the validity.
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参考文献总数: | 88 |
馆藏号: | 硕045300/19056 |
开放日期: | 2020-07-09 |