摘要
理解先于表达,因此现行的第二语言教学语法普遍偏重于理解。本文认为第二语言(汉语)教学语法,尤其是面向特定母语背景者的教学语法可以而且应该适当地向表达环节倾斜。本文从理解和表达的关系、习得机制、操作性、语言对比等角度探讨了第二语言(汉语)语法教学中范畴表达的地位和可行性。
The current teaching methodology of L2 grammar is biased towards understanding, as comprehension is prior to production. This article argues that the weight of production practice can and should be increased in the teaching of L2 Chinese grammar to learners of certain first languages. The author discusses the role of semantic categories and the feasibility of semantics-based production practice in the teaching of L2 Chinese grammar. Multiple perspectives are adopted in the discussion, including the relationship between comprehension and production, acquisition mechanisms, operability, language comparison, etc.
出处
《国际汉语教学研究》
2018年第4期29-35,共7页
Journal of International Chinese Teaching
基金
北京语言大学校级项目(中央高校基本科研业务费专项基金)(17PT03)成果
关键词
第二语言教学语法
理解与表达
语义范畴
语言类型
L2 grammar for teaching
comprehension and production
semantic category
language types
