论文基于会话修正理论,结合课堂实录?语料库?访谈等手段,对汉语二语课堂会话修正策略类型及其运用量进行了小型实证研究,客观反映出在汉语二语课堂会话修正中他人启动与他人修正占优的倾向,其中教师(他人)在会话中占绝对主导地位,这也是二语学习和习得过程中所特有的现象,与一语(母语)日常会话不同?同时,论文还开创性地尝试对汉语作为二语课堂中的师生会话修正策略进行了梳理和归纳,并着手系统构建?

Applying the theory of conversational repair and using classroom records, corpuses, interviews and other research methods, this paper conducts a small empirical research on the type and proportion of conversational repair in CSL (Chinese as second language) classroom. The result objectively shows the dominant position of other-initiation and other-repair in the CSL classroom conversational repairs, in which the teachers (others) are overwhelmingly dominant. This is a unique phenomenon in the second language learning and acquisition, different from the daily conversation of the first language (mother tongue). Meanwhile, this paper makes another creative attempt to construct a theoretical system after sorting out conversational repair strategies for both CSL teachers and students.