中文学习者多模态互动能力及教学策略研究  

A study on CSL learnersmultimodal interaction capability and its teaching strategies

作　　者：涂兴华[1] 王玲[2] TU Xinghua;WANG Ling(College of Electronic and Optical Engineering&College of Flexible Electronics,Nanjing University of Posts and Telecommu-nications,Nanjing,Jiangsu 210023,China;School of Liberal Arts,Nanjing University,Nanjing,Jiangsu 210023,China)

机构地区：[1]南京邮电大学电子与光学工程学院/柔性电子(未来技术)学院,江苏南京210023 [2]南京大学文学院,江苏南京210023

出　　处：《华文教学与研究》2024年第4期86-94,F0003,共10页TCSOL Studies

摘　　要：以往中文学习者语言交际能力培养中,重点是语言交际能力的培养,其他模态交际能力的培养力度较弱。结合多模态互动分析法,研究以泰国留学生致歉言语行为作为个案,突破以往基于单一语言模态语料的局限,描述了不同水平泰国留学生致歉中多模态表达手段使用上的异同点及其多模态互动能力的差异。结果显示,中文学习者多模态互动能力有助于完成交际意图,提升互动效果;引入“互动变异观”来指导课堂教学有助于提升中文学习者多模态语言交际能力。In the past,the emphasis was placed on the cultivation of language communicative competence,while the cultiva⁃tion of other modes was not so sufficient.Combining the multimodal interaction analysis method,the study takes the speech act of apologizing by Thai students as a case study,this paper breaks through the limitations of the previous single-language modal corpus-based approach,and describes the differences and similarities in the use of multimodal means of expression in apologizing by Thai students of different Chinese levels,as well as the differences in their multimodal interaction capabilities.The results show that Chinese as a second language(CSL)learnersmultimodal interactional competence can help them fulfill their communicative intentions and improve their interactional effects,and that the introduction of the“Interactional Variation Perspective”to guiding Chinese teaching can help improve CSL learnersmultimodal communicative competence.

关 键 词：多模态互动能力 致歉言语行为 中文学习者 教学策略 

分 类 号：H195.3[语言文字—汉语]