对外汉语课堂教学语言研究述评  

A Review of Research on Classroom Instructional Language in Teaching Chinese as a Foreign Language

作　　者：曾丽娟[1] 梁卓 ZENG Lijuan;LIANG Zhuo(School of International Chinese Language and Culture,Hunan Normal University,Changsha,Hunan,410081,China)

机构地区：[1]湖南师范大学国际汉语文化学院,湖南长沙410081

出　　处：《凯里学院学报》2024年第2期64-69,共6页Journal of Kaili University

基　　金：汉考国际科研项目“中文学习者汉语语篇衔接在线形成性评价研究”(CTI2021B04);教育部中外语言交流合作中心国际中文教育研究一般课题“英语母语者汉语语篇衔接习得及分级教学研究”(22YH71C)。

摘　　要：本文对1998年至2023年共24年间发表在CNKI期刊上的62篇对外汉语课堂教学语言研究的论文进行了统计,从对外汉课堂教学语言的分类、功能特点与作用、不规范现象和规范化方法三个角度进行了评述和分析,探讨了现有研究存在的问题及发展方向,以期提高教师对课堂教学语言的重视程度,并引发教师对对外汉语课堂教学语言如何更有效地作用于教学的思考。This article collects and analyzes 62 research papers on classroom instructional language in teaching Chinese as a foreign language,published in CNKI journals over a 24 year period from 1998 to 2023.It evaluates and discusses these papers from three perspectives:the classification,functional characteristics,and roles of classroom instructional language in teaching Chinese as a foreign language,as well as the irregularities and methods for standardization.The paper also explores the existing problems and development directions of current research,aiming to raise teachers awareness of classroom instructional language and inspire them to consider how to effectively utilize classroom instructional language in teaching Chinese as a foreign language.

关 键 词：对外汉语 课堂教学语言 研究内容 存在问题 

分 类 号：G64[文化科学—高等教育学]