非目的语环境下第二语言课堂教学策略的对比研究——以美国俄克拉荷马大学汉语、法语、德语教学为例  

L2 Teaching Strategies in A Non-target Language Environment: A Comparative Study of L2 Chinese,French and German Teaching at the University of Oklahoma

作　　者：孙培健[1] 

机构地区：[1]新西兰奥克兰大学教育学院

出　　处：《语言教学与研究》2013年第4期8-16,共9页Language Teaching and Linguistic Studies

摘　　要：本文通过问卷调查、课堂观察和教师访谈的方式对非目的语环境下汉语、法语和德语作为第二语言的课堂教学策略进行了对比分析与研究。结论如下:1.汉语教师在实际教学中所运用的教学策略比起法语和德语教师来说要逊色不少,尤其是在间接策略和合作策略的使用方面。2.学生对于教学策略的喜好程度受教师使用情况的影响。3.汉语教师在肯定直接教学策略的同时要把握好"度"。4.汉语教师应丰富间接教学策略的使用,使其与其他教学策略相辅相成。5.汉语教师在合作教学策略的使用上要考虑学生的喜好和语言能力。This paper comparatively investigates the L2 Chinese, French and German teaching strategies in a non-target language environment via questionnaire, classroom observation and teacher interview. The conclusions are as follows： （ 1 ） the use of teaching strategies of the L2 Chinese teachers is much less than that of L2 French and L2 German teachers, especially in terms of indirect strategy and cooperative strategy; （2） students attitude and preference are affected by how well teachers implement their teaching strategy; （3） L2 Chinese teachers should keep a balanced use of the direct teaching strategies; （4） L2 Chinese teachers should enrich their indirect teaching strate- gies in order to provide better classroom teaching effect; （5） I22 Chinese teachers should also take a better advantage of the cooperative teaching strategies on the basis of students＇ preference and their language proficiency.

关 键 词：非目的语环境 第二语言教学 课堂教学策略 国际汉语教学 

分 类 号：H09[语言文字—语言学]