汉语作为第二语言教学语法体系研究中的两个理论问题  

Two Theoretical Issues on the Studies of the Pedagogic Grammar of TCSL

作　　者：孙德金[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》2016年第2期30-39,共10页Language Teaching and Linguistic Studies

基　　金：教育部人文社会科学重点研究基地重大项目(项目编号:13JJD740007)成果

摘　　要：本文在对已有的对外汉语教学语法体系研究进行梳理的基础上,着重从语法边界和形义关系两个方面展开理论分析。关于语法边界问题,本文基于对语法本质的认识,主张狭义语法观,认为词是基本语法单位,句子是最大的语法单位,并主张重视语法和词汇的界限;关于形义关系问题,本文通过三个实例强调对外汉语教学语法体系构建和语法教学实践要将形式和意义紧密结合的原则落到实处。On the basis of reviewing previous researches of the pedagogic grammar of Teaching Chinese as a Second Language （TCSL）, this article presents a theoretical analysis, focusing on two aspects： the boundary of grammar and the relationship between forms and meanings. Regarding the boundary of grammar, this article, based on the understanding of the essence of grammar, takes a narrow grammar perspective believing that words are the basic the grammatical units whereas sentences represent the biggest grammatical units. It is stressed in the article that a higher value should be placed on the boundary between grammar and lexicon. When it comes to the relationship between forms and meanings, exemplified with three examples, this article also stresses that the principle of closely integrating forms with meanings should be implemented in the construction of pedagogic grammar system of TCSL and in the grammar teaching practice as well.

关 键 词：汉语作为第二语言的教学 教学语法 语法 形义关系 

分 类 号：H195[语言文字—汉语]