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標題: | 華語課堂由他人發起的會話修補研究 Other-initiated repairs in Chinese as a second language classrooms |
作者: | Wan-Ling Wei 魏琬玲 |
指導教授: | 蔡宜妮(I-Ni Tsai) |
關鍵字: | 他人修補,會話分析,課室修補,不完整話語, Other-repairs,Conversation Analysis,Classroom repairs,DIU, |
出版年 : | 2021 |
學位: | 碩士 |
摘要: | 由於問答是課堂中最常見的教學模式,「課堂會話中的他人修補」便可顯現師生間或學生之間意義協商的情形,在語言教學中至關重要。本研究所指「課堂中由他人發起的會話修補」包含:教師發起學生修補、學生發起教師修補、教師發起教師修補、學生發起學生修補。本文以由他人發起的課室語料為本,進行會話分析。蒐集招募者之華語課堂真實語料,分為一對一華語課堂語料約3小時,與小型華語課室語料4小時。 依Schegloff、Jefferson與Sacks(1977)對他人發起修補的分類為主軸,延伸至一對一華語課堂與小型華語課室修補。觀察發現一對一課堂共有七類情境(師生確認對方所要表達的意義、教師引導學生再次表達、教師直接給予答案或糾正、學生不清楚教師提問內容、學生不清楚教師指令、教師與學生持不同觀點、師生未意識到對方發起修補),小型課堂共有四類情境(師生確認對方所要表達的意義、教師引導學生再次表達、教師直接給予答案或糾正、學生不清楚教師提問內容)。 經由語料實際分析,教師發起學生修補的語料最多,大多透過Koshik(2002)提出的不完整話語(Designedly Incomplete utterance)之概念完成。本研究分為正確性和流利性為導向。研究發現一對一教師傾向以「停在學生錯誤之前」、「教師接話」引導學生自我修補,而小型課室教師傾向「以關鍵字作為提示」、「直接重複學生錯誤」引導學生修補。最後,依據語料中容易使學生發起修補的情境,歸納學生發起修補的序列特色。 “Other-initiated repairs in classroom conversation' can show the situation of meaning negotiation between teachers and students or between students, which is very important in language teaching. Other-initiated repairs in this study includes: teacher-initiated student-repair, student-initiated teacher-repair, teacher-initiated teacher-repair, and student-initiated student- repair. This study uses a conversation analytic framework to analyze other-initiated repairs in Chinese as a second language classroom. To examine other-repair situations in conversation among teachers and students, data analyzed in this study were collected from 8 dyadic, divided into one-to-one Chinese tutoring classroom corpus for about 3 hours and small Chinese classroom corpus for 4 hours. The study extends the classification of other-repairs, adapted from Schegloff, Jefferson, and Sacks (1977), to small Chinese classrooms and one-to-one Chinese classrooms. The result of the study shows there are 7 types of situations in one-to-one classrooms : teacher’s and student’s confirming the meaning of each other’s expressions, teacher’s guiding students to reformulate the expression, teacher’s directly giving answers or corrections, student’s searching help to understand teacher’s questions, student’s searching help to understand teacher’s instructions, teacher and student’s negotiating different viewpoints, teachers or students unwareness of the other’s repair initiations. And there are 4 types of situations in small classrooms, which partly overlap with the seven types mentioned: teacher’s and student’s confirming the meaning of each other’s expressions, teacher’s guiding students to reformulate the expression, teacher’s directly giving answers or corrections, student’s searching help to understand teacher’s questions. Through the analysis of the data, teacher-initiated students-repair account for the largest proportion.Most of them were completed through the concept of Designedly Incomplete utterance proposed by Koshik (2002). This study divides them into form-and-accuracy oriented type and meaning-and-fluency oriented type ; one-to-one teachers tend to use 'stop before the student's mistakes' and 'teacher make detailed inquiry' to guide students to repair themselves, while small classroom teachers tend to 'use keywords as hints' and 'repeated student mistakes directly' to guide students to repair. Finally, this study discribes the characteristics of the situation, in which students initiate repairs on teacher’s initiative actions. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/66794 |
DOI: | 10.6342/NTU202100363 |
全文授權: | 有償授權 |
顯示於系所單位: | 華語教學碩士學位學程 |
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