汉语二语学习者课堂会话修正策略研究  

A Study on Class Conversational Repair Strategies of the Learners of L_2 Chinese

作　　者：刘佳音[1,2] 刘富华[1] 

机构地区：[1]吉林大学文学院,吉林长春130012 [2]东北师范大学国际汉学院,吉林长春130024

出　　处：《汉语学习》2016年第2期93-102,共10页Chinese Language Learning

基　　金：吉林省社会科学基金项目"中华文化‘走出去’战略下吉林省外派汉语教师专业发展策略研究"(项目编号:2014BS60);中央高校基本科研业务费专项资金资助(项目编号:13QN020)资助

摘　　要：本文基于自建小型语料库,采用定量描写与定性分析的方法,对汉语二语学习者课堂会话修正策略进行了考察。考察发现,汉语二语学习者在课堂上主要使用了九种修正策略:重复、替换、完成、插入、重构、解释、删除、否定和元语言。Based on self-built small corpus, this paper investigates the usage of the correction strategy in the Chinese second language learners classroom session by adopting the methods of quantitative description and qualitative analysis. The investigation finds that Chinese second language learners in the classroom mainly use 11 kinds of modification strategies, i.e. substitution, repetition, completion, insertion, deletion, reformulation, explanation, rejection and metalanguage.

关 键 词：汉语二语学习者 课堂 会话修正策略 

分 类 号：H195.1[语言文字—汉语]