海外汉语教师课堂话语使用和学习者参与:社会文化理论视角  

A Sociocultural Perspective of Teacher Language Use and Learner Participation in Chinese as a Foreign Language Class

作　　者：鲍蕊 Bao Rui(Zhejiang Normal University)

机构地区：[1]Zhejiang Normal University

出　　处：《国际中文教育（中英文）》2023年第4期58-72,81,共16页International Chinese Language Education

基　　金：国家社会科学基金一般项目“非洲孔子学院本土化模式及路径研究”(项目编号:19BYY038)研究成果。

摘　　要：学习者参与课堂互动被看作是第二语言习得的必要条件。本文基于社会文化理论框架,考查了海外汉语教师话语使用特点及其对学习者参与课堂师生互动的影响。微观跟踪变化分析结果显示,当教师话语重塑学习者语言表达、提供互动空间和让学习者参与问题解决,教师话语激发了学习者在认知上参与意义建构,调节学习者跨越个人最近发展区,进而推动第二语言能力发展。然而,当教师话语限制学习者对第二语言输出进行反思和打断学习者话语表达时,教师话语阻碍了学习者对课堂互动的参与,进而失去了学习机会。这一反思性研究有助于提高教师语言使用意识,使其营造更有利于第二语言习得的课堂互动。同时,对优化汉语师资培训也具有一定启示,如把实践反思纳入其中以更好地帮助汉语教师改善教学技能,提高教学水平。Learner participation and the interaction in classroom is a necessary condition for L2 learning.Informed by sociocultural theory,this study explored how the teacher’s language use affected learner participation in a Chinese as a foreign language(CFL)classroom.A researcher video-recorded their own class at a Danish university.The microgenetic analysis of the data indicated that there are several methods the teacher should use to promote learner participation.These methods included creating an interactive space for learners,involving students in problem-solving,and providing ample opportunities to communicate with their teacher.However,some features of teacher language use were not conducive to L2 learning,as they deprived learners of participating in interaction by limiting learners’opportunities to reflect on their L2 use and interrupting the flow of learner discourse.This reflective inquiry casts light on teachers in terms of how to use their language to make classroom interaction more favourable for L2 teaching and learning.Also,it produces insight into teacher education programs by having reflective practice on its agenda so as to better enhance teacher teaching skills.

关 键 词：社会文化理论视角 教师话语使用 学习者参与 国际汉语 

分 类 号：H195[语言文字—汉语]