对外汉语口语教学中纠错问题研究
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摘要
关于口语课堂教学过程中采用的纠错方式及师生间和学生间对纠错的态度等的问题国外早已展开调查研究。但是对外汉语口语课堂教学中的纠错问题还没有充分的研究。学习一门外语是一个漫长而复杂的过程,对于留学生来说,在中国受那么多年的教育却仍无法与中国人正常交流,一提到“汉语”,学生们就会想到一个字——难。总是掌握不好汉语的一些规律和声调的变化而经常犯同样的错误。举个例子:一会儿我得去“接”孩子。很简单的一句话,如果把“接”说成四声,整个句子的意思就变了。当然,留学生学汉语出现错误是不可避免的。而一旦出现了错误应该怎么办,便成为我们要深入研究和探讨的课题。对此学者们有着不同的看法,有的学者主张,在不影响交际的情况下,有些错误没必要逐一纠正,以免影响学生的学习兴趣和自信心;而有的学者则认为,纠错是非常重要的教学活动,应该有错必纠。那么在口语课堂上对于学生的错误教师究竟应不应该给予纠正呢?怎样才能降低学生出错率呢?这无疑又是对教师如何运用纠错技巧的一个考验。口语课是对外汉语教学中的一门单项技能训练课,它主要是以学生能够无障碍地表达、进而顺利地完成交际任务为目的的,而纠错问题又是我们不容忽视的关键所在。
本人就口语课堂教学中纠错的必要性和效果,以及对纠错的态度等相关问题,对80名学生和50名教师进行了问卷调查,现通过对这些问卷反馈的信息的分析和研究,再结合相关的研究成果,谈谈自己对外汉语口语教学中纠错问题的理解和认识,并就到底该不该纠错、何时纠错、由谁纠错以及怎样纠错等的问题做一具体分析。
The method of error correction in language oral class, and the attitude of students toward such correction has received much attention overseas. However, this topic has yet to receive full study in the field of teaching mandarin as a second language. Learning a second language is a long and complicated process; to a foreign student,“Hanyu”has left the impression of being difficult to learn, despite years of education received in China. Many mistakes are generated due to the tonal component and the sentence structure of Hanyu. Naturally, mistakes are to be expected and even allowed, but as teachers, how we deal with the mistakes warrant further considerations. Specifically, during an oral class, should a teacher correct a student's mistake directly? How do we lower the rate of error? These questions are crucial to the performance of a teacher in a class. An oral class is a skill specific training class, its purpose to train the students to communicate fluently, yet the issue of error correction needs to be addressed. There are different schools of thoughts with regards to this issue: the communicative approach is of the view that error that doesn't affect accurate communication should not be corrected, yet other approaches insist on making correction at every opportunities.
To investigate this issue, this paper has conducted a survey among 80 students and 50 teachers of teaching mandarin as a foreign language. Basing on the information received through the survey and combining relative studies, this paper discuss the issues relating to error correction in the field of teaching mandarin as a foreign language, including whether to correct, when to correct, how to correct and who to correct.
本人就口语课堂教学中纠错的必要性和效果,以及对纠错的态度等相关问题,对80名学生和50名教师进行了问卷调查,现通过对这些问卷反馈的信息的分析和研究,再结合相关的研究成果,谈谈自己对外汉语口语教学中纠错问题的理解和认识,并就到底该不该纠错、何时纠错、由谁纠错以及怎样纠错等的问题做一具体分析。
The method of error correction in language oral class, and the attitude of students toward such correction has received much attention overseas. However, this topic has yet to receive full study in the field of teaching mandarin as a second language. Learning a second language is a long and complicated process; to a foreign student,“Hanyu”has left the impression of being difficult to learn, despite years of education received in China. Many mistakes are generated due to the tonal component and the sentence structure of Hanyu. Naturally, mistakes are to be expected and even allowed, but as teachers, how we deal with the mistakes warrant further considerations. Specifically, during an oral class, should a teacher correct a student's mistake directly? How do we lower the rate of error? These questions are crucial to the performance of a teacher in a class. An oral class is a skill specific training class, its purpose to train the students to communicate fluently, yet the issue of error correction needs to be addressed. There are different schools of thoughts with regards to this issue: the communicative approach is of the view that error that doesn't affect accurate communication should not be corrected, yet other approaches insist on making correction at every opportunities.
To investigate this issue, this paper has conducted a survey among 80 students and 50 teachers of teaching mandarin as a foreign language. Basing on the information received through the survey and combining relative studies, this paper discuss the issues relating to error correction in the field of teaching mandarin as a foreign language, including whether to correct, when to correct, how to correct and who to correct.
引文
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〔2〕刘珣.对外汉语教育学引论〔M〕.北京:北京语言大学出版社, 2000.1第1版第191-192页
〔3〕刘美玲.对外汉语课堂上的口语纠错研究〔D〕.北京语言大学硕士论文,2007
〔4〕刘清平.初级阶段口语教学中的纠错策略〔J〕.2001.第3期第24-27、35页
〔5〕向朝红.“监察”学习理论及其对口语错误与纠正的启示〔J〕.外语与外语教学,1999第7期第23-24页
〔6〕黄成夫.英语口语纠错策略〔J〕.广西教育学院学报,2003.第5期第139-142页
〔7〕胡坚.“错误”研究的理论与方法及错误纠正策略〔J〕.北京:北京航空航天大学2004.第5期第58页
〔8〕朱明慧.英语口语课中的纠错策略〔J〕.外语界,1996.第3期第32页
〔9〕林小俊.错误分析与外语教学〔J〕.湖南经济管理干部学院学报,2002第13卷第2期第107-108页
〔10〕朱明慧.英语口语课中的纠错策略〔J〕.外语界,1996.第3期第33页
〔11〕刘美玲.对外汉语课堂上的口语纠错研究〔D〕.北京语言大学硕士论文,2007
〔12〕陈慧.情感因素与英语纠错原则〔J〕.琼州大学学报,2005.第4期
〔13〕孙希.浅谈英语口语纠错的技巧〔J〕.外语教学,第52页
〔14〕胡金海,王水莲.错误、错误纠正及其策略〔J〕.湘潭师范学院报,2005.社会科学版第2期
〔15〕李红娟.英语教学中的纠错策略〔J〕.甘肃教育学院学报,2001第17卷
〔16〕马冬梅.英语教学中小组口语活动后的学生自我纠错〔J〕.外语教学与研究,2002.第2期第131-135页
〔17〕郝晓梅.对外汉语教学与研究〔J〕.云南师范大学学报,2003.3第1期第74页
〔18〕张如梅.偏误分析述评〔J〕云南师范大学学报,2003.11第1卷第6期第1-5页
〔19〕徐静薇.对外汉语口语教学中的纠错技巧〔J〕.科制信息,2009.2第3期第148-151页
〔20〕卢秋萍.对语言学习中的情感因素初探〔J〕.内蒙古师范大学学报2110.4第14卷第2期第38-39页
〔21〕杨文滢,章明明.语言焦虑与教师的调控〔J〕.广州大学学报,2003.5第2卷第5期第29页
〔22〕刘珣.对外汉语教育学引论〔M〕.北京:北京语言大学出版社, 2000.1第1版第224页
〔23〕黑琨.对外汉语口语教学中的纠错问题〔J〕.中国大学教学,2006.第34-36页
〔24〕王明珠.对外汉语口语教学中的纠错问题〔J〕.语文学刊,2010.4第29页
〔25〕黄晓颖.对外汉语课堂教学艺术〔M〕.北京:北京语言大学出版社2008.11第150页
〔26〕杨红艳.学习者情感因素与语言教学〔J〕.福建广播电视大学学报,2004第3期第46-48页
〔27〕刘美玲.对外汉语课堂上的口语纠错研究〔D〕.北京语言大学硕士论文,2007
〔2〕刘珣.对外汉语教育学引论〔M〕.北京:北京语言大学出版社, 2000.1第1版第191-192页
〔3〕刘美玲.对外汉语课堂上的口语纠错研究〔D〕.北京语言大学硕士论文,2007
〔4〕刘清平.初级阶段口语教学中的纠错策略〔J〕.2001.第3期第24-27、35页
〔5〕向朝红.“监察”学习理论及其对口语错误与纠正的启示〔J〕.外语与外语教学,1999第7期第23-24页
〔6〕黄成夫.英语口语纠错策略〔J〕.广西教育学院学报,2003.第5期第139-142页
〔7〕胡坚.“错误”研究的理论与方法及错误纠正策略〔J〕.北京:北京航空航天大学2004.第5期第58页
〔8〕朱明慧.英语口语课中的纠错策略〔J〕.外语界,1996.第3期第32页
〔9〕林小俊.错误分析与外语教学〔J〕.湖南经济管理干部学院学报,2002第13卷第2期第107-108页
〔10〕朱明慧.英语口语课中的纠错策略〔J〕.外语界,1996.第3期第33页
〔11〕刘美玲.对外汉语课堂上的口语纠错研究〔D〕.北京语言大学硕士论文,2007
〔12〕陈慧.情感因素与英语纠错原则〔J〕.琼州大学学报,2005.第4期
〔13〕孙希.浅谈英语口语纠错的技巧〔J〕.外语教学,第52页
〔14〕胡金海,王水莲.错误、错误纠正及其策略〔J〕.湘潭师范学院报,2005.社会科学版第2期
〔15〕李红娟.英语教学中的纠错策略〔J〕.甘肃教育学院学报,2001第17卷
〔16〕马冬梅.英语教学中小组口语活动后的学生自我纠错〔J〕.外语教学与研究,2002.第2期第131-135页
〔17〕郝晓梅.对外汉语教学与研究〔J〕.云南师范大学学报,2003.3第1期第74页
〔18〕张如梅.偏误分析述评〔J〕云南师范大学学报,2003.11第1卷第6期第1-5页
〔19〕徐静薇.对外汉语口语教学中的纠错技巧〔J〕.科制信息,2009.2第3期第148-151页
〔20〕卢秋萍.对语言学习中的情感因素初探〔J〕.内蒙古师范大学学报2110.4第14卷第2期第38-39页
〔21〕杨文滢,章明明.语言焦虑与教师的调控〔J〕.广州大学学报,2003.5第2卷第5期第29页
〔22〕刘珣.对外汉语教育学引论〔M〕.北京:北京语言大学出版社, 2000.1第1版第224页
〔23〕黑琨.对外汉语口语教学中的纠错问题〔J〕.中国大学教学,2006.第34-36页
〔24〕王明珠.对外汉语口语教学中的纠错问题〔J〕.语文学刊,2010.4第29页
〔25〕黄晓颖.对外汉语课堂教学艺术〔M〕.北京:北京语言大学出版社2008.11第150页
〔26〕杨红艳.学习者情感因素与语言教学〔J〕.福建广播电视大学学报,2004第3期第46-48页
〔27〕刘美玲.对外汉语课堂上的口语纠错研究〔D〕.北京语言大学硕士论文,2007