汉语书面语教学与语体语法理论的构建  

Teaching of written language in Chinese and the construction of the theory of Yuti(Register)Grammar

作　　者：冯胜利 FENG Shengli(Faculty of Linguistics Sciences,Beijing Language and Culture University,Beijing 100083,China)

机构地区：[1]北京语言大学语言科学院,北京100083

出　　处：《华文教学与研究》2024年第2期9-19,共11页TCSOL Studies

基　　金：北京语言大学“一流学科团队支持计划”(2023YGF05);国家社会科学基金重大项目“基于汉语特征的多元语法理论探索(多卷本)”(20&ZD297)。

摘　　要：本文从汉语书面语教学切入,追踪语体语法的缘起与发展。首先以堪萨斯大学的“Classical Chinese for Modern Writing”、哈佛大学的《文以载道》(Writing and Truth),以及赵元任的“Sayable Chinese”为线索,介绍早期北美高年级“书面白话(written bairhuah)”的语言教学,以及如何从书面语的教学和研究中,依自主知识体系逐步发展与构建的语体语法理论及语体教学与实践。文章在追踪其始的同时,更强调从根本上釐清对“语体-语法”的偏误理解,从而让它在其正本轨道上将本体和教学的互动研究不断推向前进。This paper begins with the L2-teaching of written Chinese,tracing the origin and developments of Yuti(Register)Grammar.It,first,introduces the language course of Classical Chinese for Modern Writing developed at Kansas University(2022),and two textbooks:Writing and Truth(《文以载道》)compiled at Harvard University(2007)and Sayable Chinese(《中国话的读物》)developed by Y.R.Chao at the University of California(1997).It further demonstrates earlier written Chinese teaching(i.e.,书面白话)in the US,and the gradually developed and constructed theory of Yuti(Register)Gram-mar based on the practice of the teaching and research of written Chinese.While tracing its origins,the article emphasizes the fundamental clarification of misunderstandings about“Yuti(Register)Grammar”,so as to continuously advance the interac-tive research between linguistics and pedagogy on its original track.

关 键 词：书面语 语体语法 可说≠可讲 不可说及不可讲的书面语 

分 类 号：H193.5[语言文字—汉语] H195