二语习得视角下对外汉语语法教学中的“形式”与“意义”——以马来语为例  

“Forms” and “Meanings” in Grammar Teaching:L2 Acquisition in Chinese as a Foreign Language——Taking the Malay Language as an Example

作　　者：李静文 LEE Eunice Jing Wen(School of Chinese as a Second Language, Peking University, Beijing 100871 China)

机构地区：[1]北京大学对外汉语教育学院

出　　处：《国际汉语学报》2018年第2期201-209,共9页International Journal of Chinese Studies

摘　　要：在汉语作为第二语言教学领域中,语法教学的过程应从“形式”到“意义”还是“意义”到“形式”、如何处理好二者之间的关系等问题一直是讨论的焦点,但至今仍未达致共识。学界已有讨论多以学习者的语言水平或语言教学的方法为切入点,而本文则选择从二语习得的角度探讨这个问题。从这个角度,我们认为形式和意义孰先孰后讲解的问题,应该要根据母语和目的语语法结构的差异程度以及语言迁移对二语习得的影响,区别对待。In the field of teaching Chinese as a second language, topics such as the process of teaching grammar should begin from “forms” and then to “meanings” or vice versa, and how to manage the relationship between “forms” and “meanings” are often the center of discussions, but none had reach mutual consensus. Most related researches are discussed based on the language level of learners or the method used in language teaching. As for this paper, we choose to find a breakthrough from the angle of second language acquisition. From here, we conclude that in order to decide whether “forms” or “meanings” should be teach first to a second language learner, a reference to the grammatical structure between the mother tongue and the target language should always be made.

关 键 词：语法形式 语法意义 二语习得 马来语 语法结构差异 

分 类 号：H195[语言文字—汉语]