【作者】 孙辉；

【导师】 肖薇；

【作者基本信息】 四川大学 ， 汉语国际教育， 2021， 硕士

【摘要】 记叙文写作是对外汉语写作教学的重要组成部分,笔者在考察留学生记叙文写作实例后发现,对外汉语写作教学存在着过度讲解文体知识、学用分离、课堂练习互动少、教学缺乏创新的问题。对话论是Johnson(2004)提出的一个二语习得新理论,国内现行研究多将对话论运用于英语教学,解决了英语教学重学轻用、学用分离和课堂语言输入少等问题。面对对外汉语记叙文教学中的问题,本研究将对话论在英语教学中的应用实例迁移至对外汉语记叙文教学中,创新对外汉语记叙文写作教学的方法,提高留学生课堂参与度和记叙文写作水平。本文以国内某重点高校汉语水平为HSK4级的中级留学生为研究对象,考察对外汉语记叙文教学的实际教学进展及问题,针对存在的问题,基于对话论进行对外汉语记叙文教学设计革新尝试,并在此基础上进一步投入教学实践,通过对比学生作业情况、课堂观察、问卷调查和访谈等方法检验教学效果,解决对外汉语写作教学中过度讲解文体知识、学用分离、课堂练习互动少、教学缺乏创新的问题,从而提高学习者的写作水平。本研究主要分为五个部分:第一部分:介绍本文的选题缘由、研究目的、研究意义、国内外研究现状和研究路线方法。第二部分:论述对话理论,分析目前对外汉语写作教学的现状,包括教学理论和实际教学情况;针对目前对外汉语写作教学存在的问题,总结将对话论运用于对外汉语记叙文写作教学的可行性,为本文的后续研究提供理论基础。第三部分:通过课前问卷调查对研究对象的实际情况进行分析,根据《国际汉语教学通用大纲》规定的教学目标,结合对话论,设计对外汉语记叙文写作教学的总体操作环节,并以《中国人的温暖》这一课作为案例展示。第四部分:将改进课程教学后的学生作业进行对比分析,再结合课堂观察、问卷调查和课后访谈对教学实践效果进行多方面的分析与总结。第五部分:通过对教学实践情况的分析与总结,得出研究结论,分析对话论应用于对外汉语记叙文写作教学的可取之处与不足之处。本研究结论基本符合预期结果,初步证明将对话论运用于对外汉语记叙文写作教学能够改善传统教学中过度讲解文体知识、学用分离、课堂练习互动少的问题,有利于提高中级留学生课堂参与度,并减少学生在记叙文写作中词汇偏误和句子偏误,从整体上提高留学生对外汉语记叙文写作水平。更多还原

【Abstract】 Narrative writing plays an important role in teaching Chinese to foreign students.It is found,after the studying narrative writing samples of foreign students,that there are such problems in the narrative writing teaching in Chinese as over-explanation of literary styles,students learning separated from using,little interaction and practices in class,and lack of innovation in teaching.Presented by Johnson(2004),Dialogical Approach is a new theory to SLA.Mostly applied to English teaching in domestic studies,it settles the problems of giving priority to learning but not using,learning separated from using,and few language inputs in class.To deal with those problems of teaching foreign students narrative writing in Chinese,this paper tends to draw lessons from the application of Dialogical Approach in English teaching in China and innovate the methods of narrative writing in Chinese as a foreign language,so as to attract the interest and improve the classroom participation of foreign students and developing their writing abilities.Taking foreign students accessed with medium level of Chinese as the research object,this thesis examines the actual teaching progress and problems in the teaching of Chinese narratives,designs the teaching of Chinese narratives using Dialogical Approach,conducts the teaching practice of narrative writing in Chinese in the class of medium Chinese proficiency,and tends to settle those found problems by comparing students’ homework,observing the class,doing questionnaire survey and interviewing and other methods,so as to improve the writing skills of learners.This thesis consists of five chapters:Chapter 1 briefly introduces the topic selection,purpose,significance,and research method of this thesis and research situation about this topic home and abroad.Chapter 2 describes the Dialogical Approach,analyzes current status of writing in Chinese as a foreign language,including teaching theories and actual teaching situations and concludes the feasibility of using the Dialogical Approach to teach Chinese narrative writing in view of current problems,providing a theoretical basis for the follow-up research of this article.Chapter 3 designs an overall process of teaching foreign students narrative writing in Chinese using the Dialogical Approach in accordance with pre-class questionnaire survey on the research objects’ cases and the teaching objectives specified in the International Curriculum for Chinese Language Education.And the process will be demonstrated the lesson The Warmth of the Chinese.Chapter 4 analyzes and concludes the effects of teaching by comparing students’ assignments together with classroom observations,questionnaire surveys and after-class interviews.Chapter 5 draws research conclusions through the analysis and summary on teaching practice,and analyzes the merits and deficiencies of applying Dialogical Approach to foreign students’ Chinese narrative writing teaching.The summary of this study is basically in line with the expectation.It preliminarily proved that the application of Dialogical Approach to the teaching of narrative writing in Chinese as a foreign language can alleviate such problems as over-explanation of literary styles,students learning separated from using,little interaction and practices in class,and lack of innovation in traditional teaching,which is beneficial to improve the classroom participation of foreign students of medium Chinese proficiency,reduces their vocabulary and sentence errors and improves their overall level of foreign students’ writing in narrative writing.更多还原