朗读教学反馈对汉语作为第二语言的初级水平俄语母语者朗读韵律的影响  

The Effects of Feedback in L2 Reading Teaching on the Reading Prosody of Russian Learners of Chinese with Elementary Proficiency

作　　者：陈默[1] 肖兴民 Chen Mo;Xiao Xingmin(Advanced Chinese Training College,Beijing Language and Culture University,Beijing 100083,China;Yong Feng,Tsinghua HighSchool,Beijing 100094,China)

机构地区：[1]北京语言大学汉语进修学院,北京100083 [2]清华附中永丰分校,北京100094

出　　处：《华文教学与研究》2018年第1期10-19,共10页TCSOL Studies

基　　金：国家社科基金项目"外国留学生汉语中介语洋腔洋调的产生机制研究"(13CYY036);北京语言大学院级项目资助(中央高校基本科研业务费专项资金)"一带一路国家汉语二语学习者的认同研究"(18YJ080206)~~

摘　　要：基于言语效率理论,对初级汉语水平俄语母语者进行了有反馈和无反馈重复朗读训练,以考察反馈对汉语第二语言朗读韵律产出的影响。研究得出如下结论:1)跟无反馈重复朗读训练相比较,有反馈重复朗读训练在朗读韵律方面的改善程度是显著的。2)如果仅仅采用重复朗读的训练方式对于正字法距离跟汉语差异较大(如俄语母语者)且对汉语水平较低的学习者而言,朗读韵律不会有明显改善。3)有反馈重复朗读训练在朗读韵律方面的学习效应会随着时间变化而衰减,这表明教师应该将朗读韵律的外显教学和反馈进行结合,并贯穿汉语二语朗读教学的始终。Based on the verbal efficiency theory,this study investigated the effects of feedback on the L2 reading prosody of Russian learners of Chinese with an elementary proficiency by treating subjects to repetitive training with feedback and without feedback. The findings are as follows：1）compared with training without feedback,repetitive training with feedback resulted in significant improvement in the reading aloud prosody of the learners;2）repeated reading training alone did not lead to obvious improvement in the reading prosody of low-proficiency learners whose native language is orthographically distant from Chinese（such as Russian）;3）the effects of feedback in repeated reading training decreased as time lapsed,which indicates that L2 teachers should combine explicit teaching and feedback in the whole process of teaching the reading prosody of Chinese as a L2.

关 键 词：第二语言朗读教学 教学反馈 朗读韵律 重复朗读 

分 类 号：H195.3[语言文字—汉语]