戏剧化教学法在对外汉语课堂对口语能力的影响
DOI:
https://doi.org/10.18002/sin.v14i1.7381关键词:
语言教学；应用语言学；戏剧化教学法；普通话；戏剧摘要
本研究探讨戏剧化教学法（PLT）对学生口语流利度、可理解性和口音等变量的影响。文本以西班牙维戈官方语言学校母语为西班牙语的16名汉语学习者为研究对象，将他们氛围实验组（8名学生于2018年在同一所学校参加了为期四个月的戏剧化教学法汉语课程）和对照组（另外8名学生未参加过该课程）。通过四项口语任务（以第一人称描述图片、第三人称描述图片、独白和即兴对话）得到这16名学生的语音样本。在两组学生参与项目之前和结束之后，由75名以中文为母语的评委对语音样本进行评估，并比较两组学生口语能力的提高程度。研究表明，实验组学生口语的流利度、可理解性和口音有所改善，而对照组在这些项目上则没有发生改变。同时，流利程度的改善大于可理解性和口音的改善，后两者的提高程度类似，口音的改善略低于可理解性的改善。
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2022-11-07 — Updated on 2024-03-06
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Corderi Novoa, M., & García Mayo, M. del P. (2024). 戏剧化教学法在对外汉语课堂对口语能力的影响 . Sinología hispánica. China Studies Review, 14(1), 79–106. https://doi.org/10.18002/sin.v14i1.7381 (Original work published 2022年11月7日)
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