方法——后方法转型时期的对外汉语语法教学  

Teaching Chinese Grammar as a Foreign Language in the Period of Method-Post-method Transition

作　　者：王晶 武和平 WANG Jing;WU He-ping(College of International Cultural Exchanges,Northwest Normal University,Lanzhou Gansu730070)

机构地区：[1]西北师范大学国际文化交流学院,甘肃兰州730070

出　　处：《甘肃高师学报》2021年第6期50-54,共5页Journal of Gansu Normal Colleges

基　　金：教育部人文社会科学研究青年项目“动态系统理论视角下的中亚华裔留学生语言认同研究”(18XIC74008);甘肃省教育科学“十一五”规划2020年度一般课题(GS[2020]GHB4678)。

摘　　要：后方法时代从“基于规则”到“基于用法”的范式改变重构了传统的语言观和语言教学观,方法——后方法时代下语法不再是金科玉律般的规则系统,而是在言语理解和表达时选择使用的工具或资源。这为我们重新审视语法教学的一些重要关系提供了全新的视角。语法的归纳教学和演绎教学、输入教学和输出教学、显性教学和隐性教学这些传统上看似界定明确的范畴之间的边界也需要重新厘清。方法——后方法转型时期更强调“归纳教学”、“输出驱动教学”和“隐性教学”,这些语言思想正在颠覆着传统的语法观和语言教学观。In the post-method era,the paradigm change from"rule-based"to"usage-based"reconstructs the traditional view of language and language teaching.The method-post-method era,grammar is no longer a unbroken rule system,but the tools or resources we choose to use in speech understanding and expression.It provides a new perspective for us to re-examine some important relationships in grammar teaching.The boundaries between inductive teaching and deductive teaching,input teaching and output teaching,explicit teaching and implicit teaching,which traditionally seem to be clearly defined,also need to be clarified.The method-post-method transformation period emphasizes"bottom-up inductive teaching","output-driven teaching"and"implicit teaching in the process".These language ideas are subverting the traditional views on grammar and language teaching.

关 键 词：方法——后方法转型时期 语法教学 归纳演绎 输入输出 显性隐性 

分 类 号：H195[语言文字—汉语]