基于实践社区的汉语第二课堂语用习得教学模型  

Community of Practice and Instruction Model of Chinese L2 Pragmatic Acquisition in the Second Classroom

作　　者：丁存越[1,2] 

机构地区：[1]南京师范大学国际文化教育学院 [2]南京审计学院文学院,210097

出　　处：《语言教学与研究》2015年第6期19-26,共8页Language Teaching and Linguistic Studies

基　　金：教育部人文社会科学研究一般项目(12YJC740148);江苏省教育厅高校哲学社会科学研究项目(2013SJB740019);南京审计学院教改项目(J2013005)的资助

摘　　要：本文根据最近发展区理论、情境学习理论和社会实践理论,指出情境和实践参与是二语学习者语用习得的关键因素,第二课堂是二语习得重要的语用教学场所。在此基础上,文章分析了基于实践社区的第二课堂语用教学的可行性与构成要素,构建了"蛋糕"式教学模型,并进行了详细的运作说明。According to the theory of the zone of proximal development, the theory of situated learning and the theory of social practice, this paper points out that the situations and participation are the key factors in L2 learners~ pragmatic acquisition. The second class- room is the important place of instruction. Then the paper analyzes the feasibility of the sec- ond classroom instruction, which is based on the community of practice, and its essential components. Finally, the paper proposes a ＂cake＂ instruction model and illustrates it.

关 键 词：语用习得 语用教学 第二课堂 实践社区 

分 类 号：H195[语言文字—汉语]