面向第二语言教学的语言学教材编写中的若干问题  

Several Issues in Designing Linguistic Textbooks for Second Language Teaching

作　　者：施春宏[1] 

机构地区：[1]北京语言大学对外汉语研究中心,100083

出　　处：《语言教学与研究》2010年第2期1-9,共9页Language Teaching and Linguistic Studies

基　　金：国家社科基金项目重点项目"外国学生汉语书面语习得与认知研究"(项目批准号:08AYY003);"北京语言大学对外汉语研究中心科研项目"的支持

摘　　要：本文讨论面向第二语言教学的语言学教材的编写问题。主要论述以下几个问题:语言学知识的编写模式与编排策略;语言学教材对当前语言学理论的吸收与融合的问题;语言学教材的国别化、语别化、族别化问题;语感培养和论感培养问题;教材编写中的语言观问题。文章主张,教材不仅要准确地叙述知识,最好还能够在语言观和方法论上启发思考,引导发现;教材编写,应该体现出一种动态的语言观、语言应用观和教材编写观。This article discusses noteworthy problems when designing linguistic textbooks for second language teaching. It covers the following issues： 1 ） the composing model and didactic strategy when handling linguistic knowledge; 2） possible ways of applying the contemporary linguistic theories to linguistic teaching materials; 3） the variation of linguistic textbook designing in accordance with different languages, 4） development of the intuitive sense for using Chinese language and constructing theories, and 5 ） the theoretic stance when designing textbooks. The article suggests that the ideal textbook should advance the users through ways which inspire and lead to theoretical and methodological thinking on a base of presenting accurate knowledge. Textbook design should be the embodiment of dynamic theories of linguistics, applied linguistics and teaching materials.

关 键 词：第二语言教学 语言学教材 编写模式 国别化 语别化 论感培养 

分 类 号：H09[语言文字—语言学]