笔者在美国塔夫茨大学进行了为期一年的线上汉语教学实习。在教学过程中，笔者发现学习过一年汉语的初级汉语班学生可以输出单句，但学生很难独立输出简单的语段，因此笔者尝试面向初级汉语班学生进行基于真实语料的语段教学研究。

本研究的目的是考察通过真实语料的输入来提高学生在真实交际中输出语段能力的情况。笔者主要以塔夫茨大学初级汉语班作为研究对象进行个案研究。在研究过程中，笔者拍摄了自己日常生活中真实交际视频和照片等素材作为真实语料，进行了基于真实语料的语段教学设计，在分析不同量表后设计出更符合初级汉语班学生当前水平的语段表达课堂观察量表。从学生的语段表达欲望、语段输出长度、语段逻辑、语段概括能力、语段独立表达能力这五个方面对学生在课堂中的语段表达能力进行相对客观的量化评估，观察并记录学生在学习前后的变化，结合学生访谈的反馈信息，综合判断基于真实语料的语段教学效果。

研究结果显示，三位同学的语段表达能力评估分数均有不同程度的提升，语段表达欲望提高，输出的语段长度增加，语段逻辑更加通顺，语段概括能力有所提高，能够使用简单的语段来独立表达自己的观点。通过以上反馈信息，笔者得出研究结论，输入真实语料能够有效提高学生的语段表达欲望，降低语段学习及输出难度，提高学生在真实情景中进行语段表达的能力。

通过本研究，笔者得出以下几条教学建议：其一，汉语教师需要注意初级汉语水平学生的语段教学需要循序渐进，支架式语段教学效果较好。其二，汉语教师需要使用难度适中的真实语料，综合运用不同类型的真实语料，使用学生所熟悉的本土真实语料和学生感兴趣的中国真实语料，这些真实语料的输入效果更好。其三，即使是相同汉语水平的学生，他们的学习能力和学习风格也会有所不同，汉语教师在进行基于真实语料的语段教学时，需要兼顾不同学生的个体差异。

I conducted a one-year online Chinese teaching internship at Tufts University in the United States. In the teaching process, I found that students in the elementary Chinese class who have studied Chinese for one year can output one single sentence to answer a question, but it was difficult for them to output simple segments independently, so I tried to conduct segment teaching research based on real corpus for students in the primary Chinese class.

The purpose of this study is to improve students' ability to output segments in real communication based on the input of real corpus. I mainly uses Tufts University's junior Chinese class as the research object for this case study. I take real communication videos and photos in my daily life as real corpus, carry out the teaching design of segments based on these real corpus, and design a segment expression classroom observation scale that is more in line with the current level of my students in the primary Chinese class. I quantitatively evaluate students' segment expression in the classroom from the following five aspects: students' desire to use segments, segment output length, segment logic, the ability to use segments to summarize the text, and the ability to express their needs or thoughts by using segments. The changes in students' scores, classroom observation records and students' interview feedback were used to comprehensively judge the teaching effect of phrases based on real corpus．

In the last lesson, all students had the ability to output simple segments to express ideas. Through the above feedback, I concludes that using real corpus can effectively improve students' desire for segment expression, reduce the difficulty of segment learning and output, and improve students' ability to express segments in real situations.

Through this research, I come up with the following teaching suggestions: First, Chinese teachers need to pay attention to the gradual teaching of elementary Chinese segments. The Scaffolding segment teaching method is more effective. Second, Chinese language teachers need to use real corpus of moderate difficulty, comprehensively use different types of real corpus, and use the local real corpus that students are familiar with and the real Chinese corpus that students are interested in. The input of these real corpus above is better. Third, even students with the same Chinese proficiency have different learning abilities and learning styles. So Chinese teachers need to take into account the individual differences of every student when teaching segments based on Authentic corpus.