试论程序性知识在第二语言教学中的应用——以汉语交际图式为例  

On Application of Procedural Knowledge to Second Language Teaching——Taking Chinese Communication Schema as an Example

作　　者：娄开阳[1] 

机构地区：[1]中央民族大学国际教育学院,北京100081

出　　处：《民族教育研究》2008年第6期115-118,共4页Journal of Research on Education for Ethnic Minorities

摘　　要：具有一定语句生成能力的外国留学生,却常常不能顺利地完成现实生活中的汉语交际任务。之所以出现这种"学"与"用"的脱节,笔者认为,这主要是由于程序性知识输入不足等原因所造成的。要提高留学生的汉语实际交际能力,教师必须高度重视汉语程序性知识的输入与内化。Foreign students who have ability to generate sentences are often unable to fulfill communication tasks in Chinese in real life. The writer thinks that the gap between ＂learning＂ and ＂using＂ is mainly caused by insufficient input of procedural knowledge. In order to improve their ability to use Chinese to communicate effectively, teachers must pay attention to input and internalization of Chinese procedural knowledge.

关 键 词：程序性知识 汉语认知图式 第二语言教学 

分 类 号：G526[文化科学—教育学]