汉语国际教师纠正式评价言语行为的个案研究——以一名口语课教师为例  

A Case Study of Corrective Assessment of Speech Acts of International Teachers of Chinese Language——Take an Oral Chinese Teacher as an Example

作　　者：陆昌萍[1] Lu Changping(School of Liberal Arts,Anhui Normal University,Wuhu 241000,China)

机构地区：[1]安徽师范大学文学院,安徽芜湖241000

出　　处：《现代语文》2020年第8期123-127,共5页Modern Chinese

基　　金：安徽省哲学社会科学规划一般项目“汉语国际教育教师课堂评价言语行为调查”(AHSKY2016D115)。

摘　　要：汉语国际教师在面对留学生时,在课堂教学中如何针对学生的问题实施纠正式评价言语行为?调查表明,无论是课堂秩序的维持,还是对学生回答瑕疵或错误的指正,教师都应慎用单纯纠正,而多用纠正前铺陈或纠正后舒缓。这样可以较好地贯彻言语行为理论中的合作原则,有效降低纠正的“非礼貌性”,实现其言语行为所欲达成的教学目标。International teachers of chinese language are faced with such a special object as foreign students,How to correct students'problems and evaluate speech acts formally in classroom teaching?The survey shows that whether it is the maintenance of classroom order or the correction of studen,Teachers are careful to use simple correction,More use of presentation before correction or relief after correction,So as to better implement the cooperative principle in speech act theory,It can effectively reduce the“non politeness”of correction,The teaching goal of his speech act is realized.

关 键 词：汉语国际教师 口语课 纠正式评价言语行为 合作原则 礼貌原则 

分 类 号：H195[语言文字—汉语]