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Tác giả CN
| 西香织 | |
Nhan đề
| 基于会话的日本汉语学习者理解型交际策略分析 =An Investigation into Speech Perception Strategies Used by Japanese Learners of the Chinese Language in Interviews /西香织 | |
Mô tả vật lý
| 128-142 p. | |
Tóm tắt
| This paper presents the research results of the speech perception strategies that were adopted in interviews by 10 Japanese intermediate-and advanced-level learners of the Chinese language.The results show that the learners under investigation used 13 different types of communication strategies to overcome listening and comprehension difficulties and hence achieve effective communication during conversations with the interviewer.The most frequently observed type of communication strategy was echoing(e.g.,"Ganga?").Direct requests for clarification(e.g.,"Ganga shi shenme yisi?")came second,followed by indirect requests for repetition(e.g.,interjections with a question mark like"Ng?").This research shows that,for these learners,direct requests for clarification were the most important and effective strategy for solving communication problems during the interviews.In addition,the research clearly shows that interjections and fillers(e.g.,"Ng?"and "aa..."),which had little representation in previous research,played an important role and were frequently used during the interviews.Further research,therefore,needs to be done in this area. | |
Tóm tắt
| 本文以10名日本中高级汉语学习者为对象,以录制的汉语访谈调查及跟踪调查为材料,对受试者在听不懂访谈者的提问内容时采取的交际策略进行了分析。从我们收集的要求澄清等127条策略话语中共找出13种交际策略(总使用次数为192次),其中以回声[↑]间接要求澄清/重复策略为最常见;其次为"xx是什么意思?"等直接要求澄清策略;再次为"嗯?"等间接要求重复策略。而对中高级阶段的学习者来说,最主要且有效的解决理解问题的方法是采取直接要求澄清策略。另外,"嗯?""啊—"等感叹词、填空词在以往的交际策略研究中很少被提及,但这些成分在交际中起着重要的作用,且使用率极高,应受到重视 | |
Thuật ngữ không kiểm soát
| 交际策略 | |
Thuật ngữ không kiểm soát
| communication strategies | |
Thuật ngữ không kiểm soát
| contact situations | |
Thuật ngữ không kiểm soát
| Japanese learners of the Chinese language | |
Thuật ngữ không kiểm soát
| speech perception strategies | |
Thuật ngữ không kiểm soát
| 接触场面 | |
Thuật ngữ không kiểm soát
| 日本汉语学习者 | |
Thuật ngữ không kiểm soát
| 理解型交际策略 | |
Nguồn trích
| Chinese Teaching in the World- vol. 31, no. 1 (2017). | |
Nguồn trích
| 世界汉语教学- vol. 31, no. 1 (2017). |
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| 245 | 00|a基于会话的日本汉语学习者理解型交际策略分析 =|bAn Investigation into Speech Perception Strategies Used by Japanese Learners of the Chinese Language in Interviews /|c西香织 |
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| 300 | |a128-142 p. |
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| 520 | |aThis paper presents the research results of the speech perception strategies that were adopted in interviews by 10 Japanese intermediate-and advanced-level learners of the Chinese language.The results show that the learners under investigation used 13 different types of communication strategies to overcome listening and comprehension difficulties and hence achieve effective communication during conversations with the interviewer.The most frequently observed type of communication strategy was echoing(e.g.,"Ganga?").Direct requests for clarification(e.g.,"Ganga shi shenme yisi?")came second,followed by indirect requests for repetition(e.g.,interjections with a question mark like"Ng?").This research shows that,for these learners,direct requests for clarification were the most important and effective strategy for solving communication problems during the interviews.In addition,the research clearly shows that interjections and fillers(e.g.,"Ng?"and "aa..."),which had little representation in previous research,played an important role and were frequently used during the interviews.Further research,therefore,needs to be done in this area. |
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| 520 | |a本文以10名日本中高级汉语学习者为对象,以录制的汉语访谈调查及跟踪调查为材料,对受试者在听不懂访谈者的提问内容时采取的交际策略进行了分析。从我们收集的要求澄清等127条策略话语中共找出13种交际策略(总使用次数为192次),其中以回声[↑]间接要求澄清/重复策略为最常见;其次为"xx是什么意思?"等直接要求澄清策略;再次为"嗯?"等间接要求重复策略。而对中高级阶段的学习者来说,最主要且有效的解决理解问题的方法是采取直接要求澄清策略。另外,"嗯?""啊—"等感叹词、填空词在以往的交际策略研究中很少被提及,但这些成分在交际中起着重要的作用,且使用率极高,应受到重视 |
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| 653 | 0 |acommunication strategies |
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| 653 | 0 |acontact situations |
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| 653 | 0 |aJapanese learners of the Chinese language |
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| 653 | 0 |aspeech perception strategies |
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| 653 | 0 |a接触场面 |
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| 653 | 0 |a日本汉语学习者 |
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| 653 | 0 |a理解型交际策略 |
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| 773 | |tChinese Teaching in the World|gvol. 31, no. 1 (2017). |
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| 773 | |t世界汉语教学|gvol. 31, no. 1 (2017). |
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| 890 | |a0|b0|c0|d0 |
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