服务性学习中的汉语第二语言发展  

L2 Chinese Development in Service Learning

作　　者：吕娜 杨蓓 LV Na;YANG Bei(Department of Chinese(Zhuhai),Sun Yat-sen University,Zhuhai 519000 China)

机构地区：[1]中山大学中国语言文学系(珠海),中国珠海519000

出　　处：《海外华文教育》2020年第2期54-64,共11页Overseas Chinese Education

摘　　要：在非汉语环境中,很多中高级水平的汉语学习者往往因没有在真实语境中使用汉语交际的机会而面临提升学习能力与水平的瓶颈。本文以服务性学习理论为基础,在美国开展了两个学期的教学实践。教学设计以新浪微博等网络社交平台为依托,为中国学生提供生活信息和学校介绍等信息服务。实践成果进一步证明了服务性学习在词汇、句法、语篇和语用等方面能够提供真实的汉语语境,促进汉语作为第二语言的发展。这种教学方式更加侧重学生的主导性,教师充当社会服务的设计者和组织者,提高了学生的学习积极性。本文最后指出服务性学习为非汉语环境中的中高级汉语教学提供了新的思路,有利于汉语学习者自主融入汉语语境和中国文化,是一种值得开拓和推广的教学手段。In a non-target language learning context,intermediate and advanced learners of Chinese often encounter a learning bottleneck without a real-life language context.Based on the theory of service learning,a social media platform,Sina-Weibo,was employed to design a service learning project in an intermediate Chinese course in the United States.The current study analyzed the data collected from this project.The results indicated that service learning could provide a real-life context to promote the development of L2 Chinese from the perspectives of vocabulary,syntax,discourse and pragmatics.The feature of service learning is student-centered,so the teacher is the facilitator who designs the curriculum,encourages the students’positive engagement and motivation,and facilitates the learning process.Service learning provides a new way for intermediate/advanced L2 Chinese teaching in a target language context,which immerses learners of Chinese in a real-life language and culture context.

关 键 词：服务性学习 汉语中高级阶段教学实践 二语发展 

分 类 号：H195[语言文字—汉语]