| “第二说话教授教养的汉语本体研究”和“汉语第二说话教授教养法研究”可谓声威整洁，“教甚么”和“怎样教”都须要“教室用语”为载体有用停止有质、有用地输出，在对外汉语教授教养中，若何用“目标语”停止低级汉语教授教养，在国际的研究尚缺乏，韩语论文题目，特别是海内低级汉语教授教养。上个世纪90年月，第二说话教授教养教室教授教养说话逐步惹起人们的看重并成为第二说话教导任务者存眷的热门话题。第二说话教导任务者越来存眷他们的说话输入是否是够丰硕，更多样化，更风趣来吸引本身的先生，以完成教员与先生之间的互动。所以，汉语教员的输入就尤其主要。近年韩国进步了对汉语的看重，截至2007年，韩国已有1000多所高中将汉语列为第二外语课程。在如许的年夜配景下，中韩两边协定，从2012年起至2015年，国度汉办将向韩国中小学吩咐消磨1400名汉语教员自愿者。所以说，韩国中小学汉语教授教养不能不惹起我们的看重，别的，在2012年2月10日到2012年3月9日的赴韩国中小先生岗前培训中懂得到，汉语教员在非母语的教授教养情况下首次步入汉语低级教室时应运用甚么样的教室用语不明白。对于赴韩国中小学停止汉语教授教养但又不熟习韩语的汉语教员来讲，怎样用汉语来停止教授教养还须要赓续地研究和摸索。本文经由过程低级汉语教室灌音（韩国）、低级韩语教室灌音（中国）语料的转写和真实语料文本再现、查询拜访问卷整顿这三种门路，研究韩国高中低级汉语教室用语。对在韩国汉语教授教养范畴的研究、汉语在韩国的成长无疑是有赞助的。经由研究发明，（1）教授教养目标语（汉语）和先生母语（韩语）要协同运用，单单运用汉语“沉溺式”教授教养，视先生的情形而定。（2）汉语教员运用的说话依先生的教室静态而定。（3）具有低级韩语程度的教员在教室上运用不流畅的韩语能到达增进教室氛围和激起先生进修汉语兴致的感化。（4）教室用语的奇妙运用，可以加深先生对汉语的好感，经由高中汉语进修后，先生会持续选择汉语进修。愿望经由过程此文，韩语论文范文，找到海内低级汉语教授教养中汉语教员说话有用输入的切入点。 Abstract: "The second talk teaching of Chinese ontology study" and "Chinese second speak discussion teaching method" can be described as a prestige clean, "teach what" and "how to teach" need "classroom language" as the carrier useful stop quality, useful output, in the teaching of Chinese as a foreign language, how to use the "target language" to stop the junior Chinese teaching, in domestic research is lack, especially domestic junior Chinese teaching. The 90 years of the last century, the second talk teaching classroom teaching talk gradually aroused people's value and become the second language teaching mission who concern hot topic. Second language teaching mission and save attention to their language input is whether enough rich, more diverse, more interesting to attract the students themselves, to complete the interaction between teachers and students. So, the Chinese teacher's input is especially the main. Korea in recent years progress of Chinese value, as of 2007, South Korea has more than 1000 high school will Chinese listed as the second foreign language course. Under such big background, on both sides of the agreement between China and Korea, from 2012 to 2015, the national Chinese do to middle and primary schools in South Korea commanded position to spend 1400 Chinese teacher volunteers. Therefore, the South Korean primary and middle school Chinese teaching must cause our value, in addition, in February 2012 10, to 2012 March 9, went to South Korean primary and secondary students pre job training in understanding, a teacher of Chinese in the non mother tongue teaching situation for the first time into the junior Chinese classroom should be using what kind of classroom language do not understand. On went to primary and secondary schools in Korea to stop Chinese teaching but also not familiar with Korean Chinese teacher, how in Chinese to stop teaching also need to continuously research and exploration. The via low-level procedural Chinese classroom recording (South Korea), low-level Korean classroom recording the transliteration of corpus (China) and real corpus text representation, surveys and rectify the three roads, study South Korea high school junior Chinese classroom language. There is no doubt that the research on the category of Chinese teaching in Korean and the growth of Chinese in South korea. Through the study found: (1) teaching the target language (Chinese) and Mr. native language (Korean) to collaborative application, only use Chinese "immersion" teaching, as Mr. and decide. (2) the use of Chinese teachers in accordance with the teacher's classroom static. (3) with a low degree of Korean teacher in the classroom application isn't fluent in Korean can reach improve classroom atmosphere and arouse students studying the Chinese interest in the role. The wonders of (4) the classroom language, can deepen the goodwill of Chinese Mr., through high school Chinese language training, Mr. continue to choose to learn Chinese. Wish through this article, find the starting point of Chinese teacher at Junior Chinese useful input in teaching. 目录: |
