汉语二语课堂互动流畅度研究  

Analysis on CSL class interaction fluency

作　　者：安福勇 AN Fuyong

机构地区：[1]海南师范大学国际教育学院,571158 [2]北京师范大学文学院,100875

出　　处：《语言教学与研究》2024年第6期27-38,共12页Language Teaching and Linguistic Studies

基　　金：海南省高校教学改革重点项目“以高效课堂互动习约打造本科教学‘金课’”(项目编号:Hngj2020ZD-12);教育部人文社科重点研究基地重大项目“以学习者为中心的国际中文教育理论探索和应用实践研究”(项目编号:22JJD740014);北京语言大学梧桐创新平台项目“汉语第二语言词汇教学实证研究创新平台”的资助。

摘　　要：本研究首次提出“课堂互动流畅度”的概念。为了量化分析课堂互动流畅度,本文新提出“最小课段分析法”,通过对比分析新手/熟手教师课堂话语特征,提出评估汉语二语课堂互动流畅度描写框架,包括最小课段长度、引发话步长度、回答话步长度、停顿频率和学生参与度等5个参项。最后采用分步输入法判别分析,将本描写框架精简为3个参项:学生参与度、引发话步长度和回答话步长度。The high fluency of proficient TCSL teachers'class interaction has been rarely studied.This study proposes for the first time the concept of“classroom interaction fluency”(CIF).In order to quantitatively analyze the fluency of classroom interaction,this article proposes a new classroom discourse analysis method-Minimal-Transaction Analysis(MTA).By comparing the classroom discourse characteristics of novice/proficient CSL teachers,a descriptive framework for evaluating the fluency of Chinese second language classroom interaction is built,including five parameters:the length of minimum transactions,the length of opening move,the length of answering move,the frequency of pauses and students'involvement level.According to the result of the discriminant analysis,CSL class interaction fluency construct could be simplified into three parameters,namely students'involvement level,the length of opening move and the length of answering move.

关 键 词：汉语二语教学 课堂话语分析 互动话语 课堂互动流畅度 最小课段分析法 

分 类 号：H09[语言文字—语言学]