二语教学语法的语境观及相关教学策略--基于三一语法的思考  

The contextual view and related teaching strategies of second language pedagogical grammar:On the thinking of trinitarian grammar

作　　者：施春宏 陈振艳 刘科拉 Shi Chunhong;Chen Zhenyan;Liu Kela

机构地区：[1]北京语言大学语言科学院,100083

出　　处：《语言教学与研究》2021年第5期1-16,共16页Language Teaching and Linguistic Studies

基　　金：国家社科基金重大项目《基于汉语特征的多元语法理论探索(多卷本)》(20&ZD297);北京语言大学院级科研项目《基于大语法观的二语教学语法理论探索》(中央高校基本科研业务专项资金资助,21YJ140004)的支持。

摘　　要：本文基于三一语法的理论体系和教学实践,进一步阐释教学语法的语境观及相关教学策略问题。根据三一语法,教学语法视野中的语境是基于学习者的认知经验和习得阶段而确定的、与特定语法项目的结构形式和功能作用相匹配的、最典型与/或最具代表性特征的教学语境,语境知识既是语法知识形成的依据,也是语法知识的具体化表现。语言习得的基本过程和用中学的基本理念,以及当代语言学大语法观和构式语法的基本理念,为教学语法语境观的确立提供了基本依据。教学语法的语境从教学内容看,具有生成性、结构性、语体性等特征;从教学过程看,具有典型性、对象性、模拟性等特征。基于此,教学语法语境观的教学策略重视语法项目的"形-功-境"匹配关系,遵循基本的教学语境设置策略和教学过程中多向互动的镜像映射策略。相较于其他教学法关于语境的理解,本文所倡导的教学语法语境观具有特定的理论意义和实践价值。Based on the theoretical system and teaching practice of Trinitarian Grammar, this article further explains the contextual view of pedagogical grammar and related teaching strategies. According to Trinitarian Grammar, the context in the perspective of pedagogical grammar is the most typical and/or the most representative teaching context based on the learner’s cognitive experience and acquisition stage, matching the structural form and functional role of a specific grammar item. Context knowledge is not only the basis for the formation but also the concrete performance of grammatical knowledge. The basic process of language acquisition and the basic conception of Learning by Using, as well as the basic conception of big grammar and Construction Grammar, provide a basis for the establishment of the contextual view of pedagogical grammar. From the perspective of teaching content, the context of pedagogical grammar has the features of generativity, structurality, and register-stylisticity;from the perspective of teaching process, it has characteristics such as typicality, objectivity, and simulativity. Based on this, the teaching strategy of the contextual view of pedagogical grammar attaches importance to the matching relationship of "form-function-context"of grammar items, and follows the basic teaching context setting strategy and the multi-directional interactive mirror mapping strategy in the teaching process. Compared with the understanding of context in other teaching approaches, the contextual view of pedagogical grammar advocated in this article has specific theoretical significance and practical value.

关 键 词：教学语法 语境观 三一语法 大语法 语境特征 教学策略 

分 类 号：H195.3[语言文字—汉语]