“认知功能教学法”人称回指教学实验  

Teaching Chinese Personal Anaphora to Second Language Learners

作　　者：邵菁[1] 

机构地区：[1]上海外国语大学国际文化交流学院

出　　处：《世界汉语教学》2013年第4期537-547,共11页Chinese Teaching in the World

基　　金：上海外国语大学2011年度校级一般科研项目资助;为该项目研究成果之一

摘　　要：本实验检验汉语语篇规则的可教性和"认知功能教学法"的有效性。实验将4个班约52个学生分别分入对照组和实验组,采用"认知功能教学法"对实验组进行了5次20-25分钟的汉语人称回指规则教学,前测成绩单因素方差分析结果显示4个班没有显著差异,后测和延后测成绩实验组与对照组有显著差异。结果显示,"认知功能教学法"汉语人称回指规则教学对学习者汉语人称回指的产出有积极影响。This paper presents an experimental research on the effects of explicit instruction in Chinese personal anaphora following the Cognitive-Functional Approach. Four classes of about 52 students learning Chinese as a foreign language were assigned to two groups, the experimental group and the control group. Following five 20-25-minute lessons, students were tested to see if they could comprehend Chinese personal anaphora; to judge whether the personal anaphora given in the sentence was correct in form and if not, correct it; and to fill in the blanks with the appro- priate forms of personal anaphora. The results indicated that （a） there was an immediate and de- layed effect of personal anaphora instruction for form correction and production; （b） students without explicit instruction in Chinese personal anaphora demonstrated no pretest to posttest gains during the 14-week experimental time; （e） there was no evidence to show that the instruction en- hanced students＇ personal anaphora comprehension.

关 键 词：认知功能教学法 汉语人称回指规 则教学实验 

分 类 号：H195[语言文字—汉语]