基于学习策略的汉语教材练习本土化研究  

A Learning Strategy Based Study on Localization of Chinese Textbooks

作　　者：陈楠[1] 杨峥琳[1] 

机构地区：[1]中山大学国际汉语学院

出　　处：《世界汉语教学》2015年第2期277-287,共11页Chinese Teaching in the World

基　　金：国家社会科学基金项目"基于语料库的汉语教材词汇多角度研究"(编号:14BYY089);广东省哲学社会科学规划项目"国际汉语教材语料库建设"(编号:GD13CZW02)成果之一

摘　　要：本文通过对比美国、日本及韩国编写的三部使用广泛的汉语教材,发现教材练习采用的策略存在较大差异:美国汉语教材以社交策略、自然练习(认知策略)等为高频策略;日本汉语教材采用的演绎(认知策略)、重复(认知策略)、意象(记忆策略)等高于其他两国教材;韩国汉语教材较多采用翻译(认知策略)。其次,参照具有代表性的英语、日语、韩语为二语的教材,探讨汉语教材体现的学习策略与当地教学法、课堂现状和学习者需求的匹配情况,以期对汉语教材练习本土化编写提出建议。Through comparing three Chinese textbooks written and widely used in Japan, South Korea and the USA, we find a great difference in the strategies used in the ex- ercises. American Chinese textbooks frequently use communication strategies and the cognitive strategy of practicing naturally. In contrast, two cognitive strategies, deductive reasoning and repeating, and the memory strategy of using imagery are more frequently used in Japanese Chinese textbooks, while South Korean Chinese textbooks seem to favor the cognitive strategy of translating. With reference to such representative textbooks, we then study how the learning strategies suit the local pedagogy, classroom situation andlearners~ needs, with a view to enlightening the localization of exercises in Chinese textbooks.

关 键 词：学习策略 汉语教材 练习 本土化 

分 类 号：H195.4[语言文字—汉语]