基于语言学习策略框架下的口语活动设计：华文“B”课堂教学为例  

Designing Speaking Activities Based on a Framework of Language Learning Strategies:A Case Study in Chinese Language “B”(CLB) Classroom

作　　者：杨玲玲[1] 梁庆辉 

机构地区：[1]日本一桥大学院,日本东京 [2]裕廊景中学,新加坡

出　　处：《海外华文教育》2016年第4期546-551,共6页Overseas Chinese Education

摘　　要：2010母语检讨委员会报告书指出英语已逐渐成为新加坡主要的家庭用语。因此,培养学生的言语沟通能力已成为母语教学的重点目标之一。然而,如何在英语作为强势语言的环境下培养学生的口语沟通能力便成了一个艰巨的挑战。新加坡华文"B"课程的学生一般上对华文学习有一定的困难,而此课程主要强调的是他们的口语技能。本研究尝试基于语言学习策略的框架来设计课堂的口语活动,主要目的是为学生提供鹰架,逐步引导他们在课堂上的口语产出。According to the report of 2010 Mother Tongue Languages Review Committee,English is becoming a dominant language used in Singapore homes. And one of the broad objectives stated in the teaching of mother tongue languages is ＂communication＂; that is to develop Singaporeans with the proficiency and ability to communicate. How do we develop students with the communicative skills in an environment whereby English is dominant？ In this paper,the purpose of designing speaking activities based on a framework of language learning strategies into Chinese Language ＂B＂（CLB） classroom teaching,is to help students develop the knowledge and skills in their comprehension and production of Chinese language. In other words,they should be able to learn the language more effectively to help them in their communication skills.

关 键 词：口语活动 沟通 语言学习策略 华文“B”课程 华文学习 

分 类 号：H195[语言文字—汉语]