汉语作为第二语言教学语法:格局+碎片化  

Pedagogical grammar of Chinese as a second language:Combination of grammar framework and fragmentation

作　　者：赵金铭[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》2018年第2期1-10,共10页Language Teaching and Linguistic Studies

摘　　要：本文探讨汉语作为第二语言教学的语法呈现,以及在通用汉语教材中如何编排语法问题。依据学习者在学习汉语语法过程中,"理性知识和感性知识之间总是有一段时间距离的"(吕叔湘1971)的原理,提出对初学汉语者应该先介绍一个汉语语法的基本框架,称作语法格局。即:用最简单的方法,基于汉语语法本身的特点和汉语与印欧系语言语法的对比而建立的、给学习汉语的外国人揭示出的简明汉语语法基本组织与结构。遵循对"语法体系在很大程度上是指的语法事实和语法规律的表述系统"(朱德熙1985)的理解,支撑语法格局的是大量的语法事实。碎片化语法,就是自然语言中可能出现的无尽的语法事实。语法碎片化,即将系统完整的语法体系拆分为多个碎片化的语法知识点,亦即将系统知识分割为较小的单位,以便于学习领会。碎片化并不是对系统知识的打散,而是在系统之下的科学分解,是对局部语法问题进行更为深入细致的解析。碎片化语法教学,更符合学习者的认知规律,更适合现代人的生活节奏和学习习惯。碎片化语法是对语法格局的不断补充和丰富,碎片连缀,逐渐融入格局之中。语法格局是"静",碎片化语法是"动"。静者定其位,动者充其实。一静一动,融为一体,构成汉语作为第二语言通用教材的基本框架。语法格局,可在已有的基础上更加完善,语法事实则需建立语法资源语料库,二者相辅相成,为教材编写提供依据。This paper discusses the presentation of the grammar of Chinese as a second language and how to arrange grammar items in general Chinese teaching materials. ＂There is always a time lag between rational knowledge and perceptual knowledge＂ （Lv 1971） in the process of learning Chinese grammar. In the light of this learning principle we propose that a beginner of Chinese should be first introduced a basic structure of Chinese grammar, which is called the Grammar Framework （GF）. Based on the characteristics of Chinese grammar it- self and the difference between Chinese and Indo-European languages the GF is built by the simplest method, showing concisely the basic organization and structure of Chinese grammar system for learners.Following the idea put forth by Zhu （1985） that ＂the grammar system is mainly the expression of grammatical facts and rules＂, the Grammar Framework is supported by a large number of grammatical facts that can possibly occur in natural languages. Grammatical Fragmentation is to split the integrated grammatical system into a number of fragmented grammar items so as to facilitate learning and understanding, which is also to di- vide the systematic knowledge into smaller units. Instead of breaking up the systematic knowledge, the fragmentation is to decompose the knowledge scientifically under the system of grammar in order to provide a more detailed analysis of individual grammar items. Frag- mented grammar teaching fits more into learners＇ ognitive process and is more suitable for modern life rhythm and learning habits. Fragmented Grammar is a continuous complement and enrichment of the Grammar Framework as it gradually integrates into the latter. The Grammar Framework draws an outline of Chinese grammar, and Fragmented Grammar fills it with detailed information. The two constitute the fundamental structure of general teaching materials of Chinese as a second language. The Grammar Framework can be improved on the existing basis and grammar facts can be obtained through buil

关 键 词：对外汉语教学 语法 格局 碎片化 

分 类 号：H195.3[语言文字—汉语]