摘要
本研究将显性与隐性形式教学理论引入高级汉语课堂的话语标记教学,将32名被试分为显性教学组、隐性教学组与对照组进行不同方式的教学干预,细致记录“前测—实验过程—即时后测—延迟后测”数据并做深入分析,以考察不同教学模型对汉语话语标记二语习得的实际教学效果。结果表明:显性与隐性教学模式对二语习得者学习汉语话语标记有积极作用,显性组两次后测笔试得分略高于隐性组,但并没有显著优势,隐性组知识留存效果更好。此外,来源含义中包含清晰逻辑语义的标记词习得效果相对明显。
The present study compares the acquisition of L2 Chinese discourse markers under explicit and implicit instructions.The results of the pretest,immediate post-test,and delayed post-test indicate that explicit and implicit instructions positively affected the acquisition of the Chinese discourse markers.Participants in the explicit instruction group used more discourse markers to shape their output in communicative exchanges than in the implicit instruction group.However,the statistical differences between the two experimental groups were not significant.Subjects in the implicit group demonstrated better-delayed effects.Notably,markers with source meanings signaling logical relationships showed distinct pedagogical effectiveness.
作者
陈家隽
CHEN Jia-jun(International Cultural Exchange School,Fudan University,Shanghai 200433)
出处
《汉语学习》
CSSCI
北大核心
2024年第5期84-92,共9页
Chinese Language Learning
关键词
显性教学
隐性教学
二语习得
话语标记
语用功能
explicit instruction
implicit instruction
second language acquisition
discourse marker
pragmatic function
