一元论抑或二元论:汉语二语教学本体认识论的根本分歧与障碍  

Monism vs Dualism:The Fundamental Divergency and Obstacle in the Ontological Epistemology of Chinese Second Language Teaching

作　　者：白乐桑 Joel BELLASSEN(National Institute of Oriental Languages and Civilizations,Paris 75013,France)

机构地区：[1]法国国立东方语言文化学院,法国巴黎75013

出　　处：《华文教学与研究》2018年第4期1-11,24,共12页TCSOL Studies

摘　　要：在汉语作为第二语言教学这一学科的发展历程中,一直存在着认识论与本体论上的问题,譬如关于学科性质、学科归属、基本教学单位的不同看法。基本教学单位的主要分歧反映在一元论与二元论之间的对立。前者坚持词是唯一的基本语言教学单位,后者则主张汉语既有词也有字这两个基本语言教学单位。笔者认为,当前汉语二语教学发展中潜伏着各种危机的一个主要原因在于该学科在上述根本问题上尚存在认识论障碍。与其他学科不同,汉语二语教学在学科本体问题上各方有着截然不同的立场。这种对峙也体现在中外汉语教材上:中国本土出版的汉语二语教材基本上都是一元论的拥护者,而国外最近几十年颇有影响力的教材则力挺二元论。During the development of Teaching Chinese as a Second Language,there are always epistemological and ontological issues,such as different views on the nature of the subject,the belonging of the subject,and the basic teaching unit.The main differences in the basic teaching units are reflected in the opposition between monism and dualism.The former insists that the word is the only basic language teaching unit,while the latter advocates that the two basic language teaching units are both character and word.The author believes that one of the main reasons for the potential crises in the development of Teaching Chinese as a Second Language is that there remain epistemological obstacles in the above-mentioned fundamental problems.Different from the case of other disciplines,there are completely different positions on the issue of subject ontology in Teaching Chinese as a Second Language.This confrontation is also reflected in the textbooks for teaching Chinese:those published in China are basically supporters of monism,while the influential textbooks in recent decades in foreign countries are followers of dualism.

关 键 词：一元论 二元论 汉语 二语教学 

分 类 号：H195.4[语言文字—汉语]