口语教学中的角色定位及教学话语选择  

Teacher’s role identification and speaking strategy in teaching spoken Chinese as a second language

作　　者：谭春健[1] 

机构地区：[1]北京语言大学汉语速成学院 北京100083

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2003年第3期7-11,共5页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

摘　　要：第二语言的课堂教学过程应该是从语言结构的非交际性介绍的始端向交际性运用的终端推进和深化的连续的过程.在"以学生为中心"的口语教学中,此连续过程能否得以完整的实施,取决于教师如何进行角色定位和教学话语选择.笔者基于对对外汉语教学实践以及在对其他教师口语教学中的考察分析,认为:优秀的口语教师在课堂中的角色定位应该为多重身份组合,在不同角色定位上教师要严格控制、选择和调整自己的话语,以使整个口语教学过程从非交际性介绍向交际性运用不断推进和深化.The process of teaching a second language in classroom should be a continuous one that leads and deepens the non-communicative introduction of language structure to the goal of communication. When teaching spoken language in a student-oriented context, the teacher’s role identification and speaking strategy are key to the full implementation of above process. Based on personnel experiences of teaching Chinese as a second language and studies of other teachers’ teaching process, the author holds that the role identification of a good spoken language teacher in classroom should be a combination of multi-roles. When playing different roles, the teacher should strictly control, choose and adjust his/her words, so as to lead and deepens the process of spoken language teaching from non-communicative introduction to communicative application.

关 键 词：对外汉语教学 口语教学 角色定位 教学话语 课堂教学 语言结构 语言交际 

分 类 号：H19[语言文字—汉语]