汉英第二语言教材指令语对比研究  

A Comparative Study of Instructions in TCFL Materials and in TESL Materials

作　　者：郑梦娟[1] 闫郁文 ZHENG Mengjuan;YAN Yuwen(School of Liberal Arts,Renmin University of China,Beijing 100872,China)

机构地区：[1]中国人民大学文学院,北京100872

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2021年第3期47-54,共8页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

摘　　要：教材指令语是指示学习者如何操练的说明性文字,可视作微观语篇。文章选取两套典型的第二语言教材《剑桥国际英语教程》《发展汉语》进行个案对比研究,从语法、语篇角度考察指令语的句类、活动人数词语、语言技能词语的特点。相对而言,《剑桥国际英语教程》的指令语更重视对言语行为序列、词汇衔接等语篇手段的运用,更具真实性、交际性、综合性、明确性,因而对教学目标的落实更细致。文章结论可为《发展汉语》等汉语教材指令语的设计提供参考意见。The textbook instructions,regarded as a micro-discourse,are descriptive words that instruct learners to practice.Two typical language textbooks are selected for this study:the English textbook Interchange and the Chinese textbook Developing Chinese.From the perspective of grammar and text,it examines the features of the sentence types of such instructions,the words for the numbers of participants,and the words of language skills.Comparatively,the instructions of Interchange pay more attention to the use of discourse methods such as speech act sequences and vocabulary cohesion.It is more authentic,communicative,comprehensive and clear,and therefore more effective in the implementation of teaching goals.The conclusions of this article can provide references for the design of instructions in Chinese textbooks such as Developing Chinese.

关 键 词：语篇分析 第二语言教材 《剑桥国际英语教程》 《发展汉语》 指令语 

分 类 号：H195[语言文字—汉语]