| 本论文依照心思说话学的办法,研究法国汉语教授教养中所存在的四个成绩：第二说话的懂得、汉语语法、汉字和中文白话。今朝为止,已有很多针对这些成绩的研究,并获得了丰富的科研结果。教授教养法和心思说话学的关系是非常亲密,很多最新的心思说话学实际曾经应用到说话教授教养办法傍边,以等待可使得教员的教授教养办法更加迷信。是以研写这篇论文的目标就是试图寻觅出一个合适于法国人特别是法国中小先生进修中文的好办法,为进修中文的法国人,在进修汉语的进程中,寻觅到一种更加迷信的教导手段。与此同时,本文也试图研讨习得一门说话的机密。在这一进程中,文章经由过程运用心思学的一些实际,剖析说话进修进程中所碰到的一些成绩,试图经由过程这一视角,寻觅出一些处理上述四个说话学成绩的办法。所以这一研究,又是在心思说话学的框架规模内停止的。文章在研究和剖析汉语作为第二说话教授教养进程中所触及的一些成绩：起首对第二说话习得中的一些实际做了扼要的引见,然后剖析了汉语作为第二说话在懂得中的所面对的成绩。随后文章为处理在汉语语法懂得、汉字进修和中文白话中所存在的成绩,应用心思说话学的实际,在汉语教授教养理论中停止了测验考试性的剖析。在文章最初,论文对心思说话学在汉语教授教养中的美妙远景侧重停止了瞻望。本论文重要以法国汉语教员在汉语教授教养任务中所采用的教授教养办法为研究对象,以期经由过程对教授教养办法的研究,能对法国汉语进修者进修的才能停止精确地评价剖析。 Abstract: In this paper the desire to speak to the four existing research results of Chinese teaching in France: second, to understand Chinese grammar, Chinese characters and Chinese vernacular. So far, there have been a lot of research to solve these problems, and obtained abundant research results. The method and idea of teaching learning to speak of the relationship is very close, many new mind learning to speak practical used to talking teaching approach to wait for the teacher's teaching way more superstitious. Is to write the goal of this thesis is to find out a suitable to the French in particular good way to French students studying Chinese, for Chinese Language Studies in France, in the process of learning Chinese, looking to a more scientific education method. At the same time, this paper also tries to discuss the acquisition of a confidential talk. In this process, the process applications through the mind of some practical and analyzing talk met in the learning process, some achievements, trying to through this perspective, seek out to deal with some of the above four speech performance measures. So this study is in the framework of scale, stop learning in mind to speak. Based on the study and analysis of Chinese as the second language teaching process is hit by some achievements: chapeau on second language acquisition of some actually do a brief introduction. Secondly, the author analyzed the Chinese as a second language in the know the face score. The article is in Chinese grammar study and understand, Chinese characters Chinese vernacular in the problems, the use of the mind to speak practical science, in the Chinese teaching theory in the analysis of the test. In the first, the desire to speak in Chinese teaching in the wonderful vision on the forecast. The important in France, a teacher of Chinese in Chinese teaching task, the teaching method as the research object, in order to through the process of the teaching methods of research, of French Chinese language learners learn to stop accurately evaluated analysis. 目录: 摘要 5-6 Resume 7-11 Introduction 11-13 Chapitre 1 Problemes du L1 dans l'apprentissage du L2 13-27 1.1 Introduction 13-15 1.2 Theorie socioculturelle 15-18 1.3 Metaphore de l'echafaudage 18-21 1.4 Discours egocentrique et interne 21-24 1.5 Conclusion 24-27 Chapitre 2 Problemes dans la comprehension pedagogique de lalangue 27-50 2.1 Notion deschema 27-30 2.2 Parole correcte ou plutot fluide 30-32 2.3 Approche communicative 32-33 2.4 Explication de trois resistances 33-45 2.4.1 Interactivite 37-39 2.4.2 Conceptualisation 39-42 2.4.3 Pedagogie de l'erreur 42-45 2.5 Conclusion 45-50 Chapitre 3 Problemes dans les programmes grammaticals 50-63 3.1 Grammaire du discours 51-52 3.2 Grammaire historique 52-54 3.3 Grammaire comparee 54-57 3.4 Linguistique cognitive 57-61 3.5 Conclusion 61-63 Chapitre 4 Problemes de l'ecrit et de l'oral 63-73 4.1 Sinogramme 64-66 4.2 Cle 66-67 4.3 Sinographie pedagogique 67-68 4.4 Chinois oral 68-71 4.5 Conclusion 71-73 Chapitre 5 Perspectives 73-81 5.1 Mes experiences de la pedagogie du chinois en France 73-77 5.2 Perspectives 77-81 Bibliographie 81-84 Annexe1 84-86 Annexe2 86-92 Annexe3 92-94 Remerciements 94-96 中文摘要 96-103 |
