對外漢語高級口語課中的會話修補研究

A Study of Conversation Repair by Advanced-level Overseas Students in Oral Chinese Class

本文考察了高年級留學生的課堂會話修補情況。研究發現，第一，留學生的修補行為存在“重形式，輕內容”的特點，過多使用重複修補影響了學生表達的流利性。第二，留學生在使用會話修補的引發策略時，出現了明顯失衡：話語標記的使用頻率最高，其次是語氣詞，但是其他幾類策略使用率很低。第三，自我直接修補在學生的會話中出現頻率最高，說明大多數學生具有較強的修補意識，但是使用的修補結構簡單，表明學生建構會話的能力有限。第四，具備不同文化背景的男女生在修補會話時具有明顯異質性。根據研究結果，本文對高級口語課中的會話修補教學進行了思考。

This paper studies the conversation repair by advanced-level overseas students in their oral Chinese class. There are four main findings: firstly, the repair patterns used most frequently reflect the tendency that students pay more attention to the language form than the content of communication; excessive use of repetition repair is affecting the fluency of students' Chinese. Secondly, there exists clear imbalance in students' use of initiation strategies, and discourse marker is adopted most frequently in initiating a repair. Thirdly, students are more likely to use the pattern of‘self-initiation self-repair'. This phenomenon indicates that students have strong awareness of repairing. Yet most of students' repair patterns are simply structured, showing that students' overall ability to construct conversation is rather weak. Finally, there is obvious difference between male and female students with different cultural backgrounds in their conversation repair. The paper tries to offer some teaching suggestions according to findings of this study.