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基于言语效率理论,对初级汉语水平俄语母语者进行了有反馈和无反馈重复朗读训练,以考察反馈对汉语第二语言朗读韵律产出的影响。研究得出如下结论:1)跟无反馈重复朗读训练相比较,有反馈重复朗读训练在朗读韵律方面的改善程度是显著的。2)如果仅仅采用重复朗读的训练方式对于正字法距离跟汉语差异较大(如俄语母语者)且对汉语水平较低的学习者而言,朗读韵律不会有明显改善。3)有反馈重复朗读训练在朗读韵律方面的学习效应会随着时间变化而衰减,这表明教师应该将朗读韵律的外显教学和反馈进行结合,并贯穿汉语二语朗读教学的始终。
Abstract：Based on the verbal efficiency theory,this study investigated the effects of feedback on the L2 reading prosody of Russian learners of Chinese with an elementary proficiency by treating subjects to repetitive training with feedback and without feedback. The findings are as follows:1)compared with training without feedback,repetitive training with feedback resulted in significant improvement in the reading aloud prosody of the learners;2)repeated reading training alone did not lead to obvious improvement in the reading prosody of low-proficiency learners whose native language is orthographically distant from Chinese(such as Russian);3)the effects of feedback in repeated reading training decreased as time lapsed,which indicates that L2 teachers should combine explicit teaching and feedback in the whole process of teaching the reading prosody of Chinese as a L2.
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(1)正字法距离指的是第一语言和第二语言正字法系统享有相同的结构和代表特征的程度(Koda,1989)。正字法距离对阅读的低层加工具有一定影响。如果第一语言的正字法距离跟第二语言较近,可能有助于第二语言正字法知识的发展,在词语识别表现上更好(Koda,1989)。正字法距离对朗读流利度和理解之间的关系也具有一定的调节作用。本研究选择俄语母语者作为被试的原因是,我们的另一研究是关于正字法距离对汉语二语学习者朗读流利度影响的研究得出了以下这样的结果:跟日语和韩语这些语言相比较而言,俄语跟汉语的正字法距离相距较远,俄语母语者的朗读流利度表现最差,尤其体现在朗读韵律上。因此,选择正字法距离跟汉语较远的俄语母语者作为研究对象,以此探讨不同的朗读教学方式对汉语二语学习者朗读韵律的影响具有更重要的意义。
(1)让被试看五分钟汉语视频有三个原因:一是为了保证跟有反馈重复朗读训练组的训练时间一致;二是为了保证无反馈重复朗读训练组也有充分的汉语输入;三是选择家庭喜剧视频的对话作为言语输入,以尽量使无反馈重复朗读训练组不将注意力集中在朗读韵律方面。
基本信息:
DOI：10.16131/j.cnki.cn44-1669/g4.2018.01.006
中图分类号:H195.3
引用信息:
[1]陈默,肖兴民.朗读教学反馈对汉语作为第二语言的初级水平俄语母语者朗读韵律的影响[J].华文教学与研究,2018,No.69(01):10-19.DOI:10.16131/j.cnki.cn44-1669/g4.2018.01.006.
基金信息:
国家社科基金项目“外国留学生汉语中介语洋腔洋调的产生机制研究”(13CYY036);; 北京语言大学院级项目资助(中央高校基本科研业务费专项资金)“一带一路国家汉语二语学习者的认同研究”(18YJ080206)~~
2017-10-12
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2018-01-12
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2017-12-23
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2018-03-20
2018-03-20