【作者】 冯金娥；

【导师】 储泽祥；

【作者基本信息】 华中师范大学 ， 汉语言文字学， 2014， 博士

【摘要】 初、中、高级汉语口语教学顺序的研究具有宏观意义与微观意义。从宏观意义上来说,教学顺序研究可以理清口语教学时间安排的顺序问题,即在口语课堂、课外活动、口译三个语境平面上到底该“先教什么,后教什么”的问题,我们姑且称之为“口语教学内容的确定”。而从微观意义上来说,教学顺序研究是要梳理清楚具体的某一篇对话、一个话题或某一个语言点我们究竟该“教什么,怎么教”的问题,我们将它称为“文本内教学内容的确定”。为了提高越南学生汉语口语表达能力及口译能力,本文从对外汉语口语教学任务、教学的内容、教学技巧、教学顺序、口语水平测试及中-越文化教学、口译教学等多角度进行研究。本文研究也是为了提高教学效率,更好地达到教学目的。本文采用定量统计和定向分析等方法对面向越南学生的初、中、高级汉语口语教学顺序进行了多角度的研究。希望其能为对外汉语教学研究者提供参考,同时也对越南的汉语老师提供教学策略及建议。本文主要分以下几个部分：第一章,是引言部分,首先说明本文研究的目的及意义,然后主要介绍对外汉语口语教学研究现状,包括国内外对汉语口语教学的内容、教学方法、口译教学、汉语与文化教学,对外汉语口语教学的主要理论基础、口语教学原则、口语教学方法,并对其做了着重说明。最后介绍本文的研究方法和语料来源。第二、三、四、五章是本文核心所在：第二章,首先对对外汉语口语教学的界定、任务及内容的研究,是本文的研究基础之一其次对初、中、高级每个阶段教学的要求,教学的任务及教学的内容进行详细分析。我们认为对外汉语口语课是以教学汉语口语语法为纲,培养学生口头表达能力,提高学生交际能力,进行教授和练习作为口语体的口语句型的一门课。第三章,本章建立在第二章的基础上对初、中、高级汉语口语教学顺序进行深入分析,总体看来,在初、中、高级汉语口语教学顺序上,本章欲解决的问题包括：语音教学顺序,汉语语法教学及汉语要素运用技能训练与互动技能训练。详细分析后,笔者发现汉语老师在教学的过程中应该着重把汉越语相同的语音、语法点巧妙运用在实际交际中,让学生既能发音准确又能通过交际掌握汉语语法,并创设实际交际的环境让学生领会到怎么学,怎么用。第四章,本章建立在第二、三章的基础上,主要对越南学生的初、中、高级汉语口语的语境教学顺序进行分析,总体来看,我们认为越南学生初、中、高级汉语口语语境教学顺序应该依次为：课堂教学的内容(包括从学习生活情景到社会生活)→课外教学活动的内容(包括汉语商务、外交基础的功能,汉语旅游基础的功能和医用基础的功能)→汉越-越汉口译的话题选择→汉语口语水平测试。这种教学顺序有助于对外汉语教学工作研究和越南学生汉语口语表达能力及口译能力的提高。第五章,本章在第二、三、四章的基础上进一步深入分析了初、中、高级汉语口语与中国文化教学顺序,得出的结论是：在每个阶段的口语课教学的过程中,都需要教授给学生一些中越文化知识,由日常生活交际到社会社交活动,让学生的跨文化意识得到培养,从而提高他们跨文化的交际能力。第六章,本章对汉语口语测试深入分析,认为初、中、高级汉语口语测试的内容、话题及要求必须适合学习者的汉语水平。为体现梯度,我们为每个年级确定了能力测评点：(1)初级主要要求学习者能述说和进行话题性对话。(2)中级主要要求学习者能具体阐述,具备评述能力和应变能力,能够具体陈述并讨论某话题。(3)高级主要要求是学习者具备应变能力、辩论能力和即兴演讲能力。更多还原

【Abstract】 There are micro and macro significant in elementary, intermediate, advanced spoken Chinese teaching sequential study. From a micro sense, teaching sequential study needs to sort out a dialogue in a clear and specific, with a topic or a language we need exactly recognize "what to teach, how to teach" problem and then call them "Identified within the text of teaching content". But from macro sense, teaching sequential study can solve spoken teaching sequential in arrangements timing problem, that is spoken classroom, extracurricular activities, the context of the interpretation such as "First what to teach, what to teach after","determine the content of spoken teaching"... In order to improve Vietnamese students Chinese spoken language skills and interpretation ability, this thesis has researched from the task of business spoken Chinese teaching, the content of teaching, teaching skill, teaching sequential, spoken proficiency testing and Chinese-Vietnamese culture teaching method, spoken interpretation in order to improve teaching efficiency, better to achieve the purpose of teaching. Besides that, this thesis has used quantitative analysis and statistical analysis method in order to research into spoken Chinese teaching sequential for Vietnamese students who are studying Chinese with elementary, intermediate, advanced level. I hope it will provide a reference for teaching Chinese as a researcher, and also offer Vietnamese Chinese language teachers teaching strategies and recommendations.This thesis has the following contents:Chapter one:The introduction of this article, the first description of the purpose and significance of this study, and then introduces the research status spoken foreign language teaching, including domestic and business content of spoken Chinese teaching, teaching methods, teaching interpreting, teaching Chinese language and culture. Mainly theoretical the basis of spoken Chinese teaching as a business language, the principles of spoken teaching, spoken teaching method explanations. Finally, research methods and composing source of this article.Chapter two, three, four, and five:Chapter two:Firstly, the definition of mission and content for business spoken Chinese teaching, which is one of the basic purposes of this study. Secondly, teaching requirements for elementary, intermediate and advanced each stage, teaching content and teaching tasks to carry out a detailed analysis. we all recognize that business spoken Chinese programme is based on teaching spoken Chinese grammar which is designed to develop students’ verbal communication skill and improving students’ interpersonal skill, in that, teaching and practicing are the content of spoken courses.Chapter three:This chapter establish on the foundation of the second chapter, in order to give elementary, intermediate and advanced spoken Chinese teaching in-depth analysis:Generally, the elementary, intermediate and advanced spoken Chinese teaching sequential solving problem in this chapter includes:Pronunciation teaching sequential, Chinese grammar teaching and the use of Chinese elements for interaction skills training skills. After analysising, I recognize Chinese language teacher in the teaching process should focus on the same pronunciation in Vietnamese, clever grammar points, effective using will make students not only get accurate pronunciation but also be through grasping communicative to understand Chinese grammar, beside that learning how to create the actual of communicative environment.Chapter four is created based on the result of chapter two and three with the major content including analysising the contextual of sequence Chinese spoken teaching from elementary, intermediate to advanced which followed step by step:Content of classroom teaching (including from life situations to social situations)→Content extracurricular teaching activities (including Chinese in business and diplomatic basis functions, Chinese in tourism infrastructure features and medical basis functions)→Choosing Vietnamese-Chinese interpreters topic→Spoken Chinese Proficiency Test. This teaching sequence will contribute to teaching business Chinese and research to help Vietnamese students in improving Chinese language spoken ability and interpretation capabilities.Chapter five is also the development of chapter two, three, four result. In order to go into deep analysis the relationship between elementary, intermediate, advanced Chinese spoken and Chinese culture teaching sequence to find out the conclusion:in the course of any spoken teaching in each stage also required to teach to students some of cultural knowledge from everyday life to social communication in social activities, so that the students get cross-cultural awareness, cultivate to enhance their ability to cross-cultural communication. This is one of the tasks of teaching business Chinese to promote international recognition of Chinese language.Chapter six is deeply analysis the Spoken Chinese Proficiency Test which considered the topic, content and requirements must be suitable for learners of Chinese proficiency in the elementary, intermediate, advanced in each stage in Spoken Chinese test. In order to reflect the gradient, we determine the evaluation points to point out the ability of the for each grade such as:(1) The main requirements of primary learners are to check the ability to talk and be able to describe topic of conversation.(2) Intermediate learners main requirements specifically to elaborate, with commentary and adaptability, and be able to discuss a specific topic statement.(3) The main requirements of advanced are the learners have the ability to resilience, to debate and improvising speaking skills.更多还原