【作者】 汤桂珍；

【导师】 卢伟；

【作者基本信息】 厦门大学 ， 语言学及应用语言学， 2007， 硕士

【摘要】 自我修正是言语输出过程中普遍存在的现象。E. A. Schegloff(1977)是最早提出“修正”概念的人,他指出在会话过程中存在着自我修正优先的现象。随后,自我修正逐渐成为话语研究和自然语言处理的一个重要课题。近几十年,自我修正策略研究成为第二语言习得研究的一大热点。尽管国外对自我修正策略从理论到实践都有了深入的研究,并取得了一系列的研究成果,但国内在这方面的研究却起步较晚,关于自我修正策略的研究相当有限,对外汉语教学界则几乎是一片空白。因此,本文拟从理论和实践两个角度对此进行较为全面的研究。在理论方面,本文回顾了自我修正策略的理论基础,包括理论框架、策略定义、分类、与其它概念的联系与区别,并提出了自己对该策略界定与分类方法。此外,还对影响自我修正策略的主要因素进行理论分析。在调查方面,本文首先在对厦门大学海外教育学院150多名学生进行修正策略意识问卷调查的基础上,考查和分析了留学生自我修正策略的意识情况,并比较了印尼华裔与其他国家学生的差异;其次,分析了60名印尼华裔学习者和若干其他国家学生所进行的复述故事的口语录音的调查结果,通过真实语料考察留学生自我修正策略使用的情况。本文的结论为:首先,语言水平不同的学生在自我修正策略意识上存在着差别,并直接影响自我修正行为,这种差异体现在自我修正策略的使用频率、修正的内容及结构上;其次,通过调查还发现自我修正策略的使用与学习者母语及任务之间并未存在显著的关系,但性别因素对自我修正策略产生显著的影响。本文研究结果不仅对对外汉语教师具有启发意义,而且可以让第二语言学习者意识到他们的汉语水平与实际表达的差距。最后,文章在调查分析的基础上,提出了在口语教学中进行自我修正策略训练的重要意义,并对策略的培训提出相关建议。更多还原

【Abstract】 In learners’speech, self-repairing is an obvious indicator to the speakers’oral proficiency. The term“repair" was first proposed by E. A. Scheloff et al in 1977. His investigation revealed that self-repair was the most common type of repairs. Later, the research in self-repair became the hot spot of discourse and second language acquisition researches.Although the study of self-repair strategies began over 30 years ago, scanty research is yet to be found in China, especially in teaching Chinese as a foreign language. For that purpose, this research tries to make a theoretical and pedagogical study in this area.Firstly, the study reviews the theoretical literature of self-repair strategies, and focuses on its theoretical framework, including the definitions, various classifications, distribution as well as its relationship with other concepts.Secondly, it makes a quantitative study of the conscious of using self-repair strategy on the basis of the data taken from questionnaires done by more than 150 learners of Chinese as a foreign language in the Overseas Education College of Xiamen University, and from the story-retelling done by 60 Indonesian students of Chinese origin.Based on the results of a quantitative analysis of the questionnaires and story-retelling, the study shows that learners with different language proficiency levels have different consciousness of using self-repair strategy, and perform differently in the types and structures of self-repair. It reveals that self-repair strategies can be greatly influenced by such factors as gender of the learners, but not the tasks or the mother tongue.The findings of this study have pedagogical implications for the teachers. It would help L2 learners to raise their awareness of the gap between their linguistic knowledge and their actual speech production.Lastly, these findings strongly support that learners’self-repair skills could probably be increased by developing their self-repair strategy. The study also provides some suggestions to the training of self-repair in TCFL.更多还原