基于口语—书面语联结的汉语能力发展阶段及元语言意识在其中的作用  

The developmental stages of Chinese language proficiency:Based on the connection between spoken and written language skills and the role of metalinguistic awareness

作　　者：郝美玲 HAO Meiling

机构地区：[1]北京外国语大学中国语言文学学院,100089

出　　处：《语言教学与研究》2024年第4期1-12,共12页Language Teaching and Linguistic Studies

基　　金：国家社会科学基金项目(项目批准号21BYY171)的支持。

摘　　要：随着汉语进入越来越多国家的国民教育体系,海外少儿汉语学习者数量激增,但是学界对他们学习汉语的规律还缺乏了解。本文从母语和二语习得规律具有较多相似性的角度出发,从口语和读写能力发展具有连续性入手,在参照大量实验研究的基础上,结合汉语特点,构建了汉语能力发展的四个关键阶段——口语发展期、读写萌发期、读写巩固期和读写熟练期。然后依据简单阅读观和简单写作观理论,以及元语言意识与语言能力发展之间的密切关系,梳理了与不同发展阶段密切相关的元语言意识类型,形成了基于口语—书面语联结的汉语能力发展阶段与元语言意识作用的框架,并援引现有少儿汉语习得的相关研究对该框架进行了初步验证。未来需大量研究来系统验证该框架的适用性,开展基于元语言意识培养的教学研究,研发相应的教学资源,形成少儿汉语学习者汉语习得规律与教学促进研究的良性互动。As Chinese increasingly incorporated into the national educational systems worldwide,there has been a surge in the number of young learners studying Chinese overseas.However,the pattern and mechanism underlying their learning process remain poorly understood.To bridge this gap,the paper proposes that the acquisition dynamics of first and second languages are fundamentally similar,with spoken language acting as a foundational precursor to literacy development,grounded in a comprehensive review of extensive empirical research.Taking into account the distinctive features of the Chinese language,the paper delineates four crucial stages in the development of Chinese language proficiency:the Oral Development Phase,the Emergence Phase of Literacy,the Consolidation Phase of Literacy,and the Proficiency Phase of Literacy.Subsequently,the paper,informed by the tenets of Simple View of Reading and Simple View of Writing theories,as well as acknowledging the close relationship between metalinguistic awareness and the advancement of language skills,categorizes the types of metalinguistic awareness that are intimately connected to each developmental stage.This leads to the establishment of a framework for the progression of Chinese language proficiency,which is underpinned based on the connection between oral and written language and the significant role of metalinguistic awareness.The framework receives preliminary validation through existing studies on the acquisition of Chinese among young children.Moving forward,a substantial body of empirical research will be essential to rigorously test the applicability of this framework.Concurrently,there is a need for teaching intervention studies that focus on fostering metalinguistic awareness,alongside the development of complementary instructional materials.Such efforts aim to establish a reciprocally beneficial interaction between the investigation of young Chinese learners'acquisition patterns and the enhancement of pedagogical practices.

关 键 词：口语—书面语联结 汉语能力 元语言意识 少儿汉语学习者 

分 类 号：H193.1[语言文字—汉语]