尼泊尔中小学汉语学习者的跨语言可供性研究——以“是”为例  

Study on Chinese Learners' Cross-Linguistic Affordance in Nepalese Primary-Secondary School——Taking the Representative Word “shi”(是) as an Example

作　　者：任吉特 石晓珞 Rajiv Ranjit;SHI Xiaoluo(Overseas Education Collage,Xiamen University,Xiamen 361102 China;Xiamen Gaodian Central Primary School,Xiamen 361009 Chin)

机构地区：[1]厦门大学海外教育学院,中国厦门361102 [2]厦门高殿中心小学,中国厦门361009

出　　处：《海外华文教育》2018年第3期69-81,共13页Overseas Chinese Education

摘　　要：尼泊尔当地的汉语教学难以发掘学习者自身已有语言对汉语学习的可供性,仅笼统地归之为"偏误"。本文以"是"在尼泊尔中小学汉语学习中的可供性研究为例,探讨多语背景下学习者已掌握的语言知识与目的语汉语知识间的异同,以及这种异同对汉语学习所提供的可供性价值,也即学习者的L1(尼泊尔语)及L2(英语)对L3(汉语)学习的可供性。通过对已掌握语言的可供性研究,本文不仅进一步将"可供性理论"推进至具体的语言教学,而且能够在一定程度上激发学习者的学习兴趣,继而提高其语言自学能力。TCFL in Nepal is unable to boost the prior language knowledge of the junior students,instead the cross-linguistic Influence（CFL） is regarded as the ＂Error＂.Due to lack of the learner＇s prior language knowledge,teachers ignore the language learning potential that they possess,and caused destruction of perceivable learning affordance.The study tries to explore the learning affordance of ＂shi＂（是） in Nepalese Junior school of Chinese（L3） learners,who could perceive from the similarity and differences in knowledge of previously learned Nepali（L1） and English（L2）,as well its importance for the learners to acquire the L3 easily.Finally,the study attempts to push forward the importance of Affordance in TCFL as ＂Transferability＂of knowledge from the previously learned languages that could simulate students＇ interests in learning L3,and improve their self-learning ability.

关 键 词：汉语作为外语教学 跨语言影响 可供性 可迁移性 

分 类 号：H195[语言文字—汉语]