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对外汉语教学60多年来,在不同语言学理论的影响下,语法教学的理念不断发生变化。20世纪90年代后,语法教学面临理论上的迷惘和困境。本文针对上述问题,对对外汉语语法教学的一些基本理论问题,如知识与技能的接口问题,内隐与外显教学问题,以及淡化句法与语法词汇化教学等,从第二语言习得研究的认知视角进行分析和探讨。已有研究表明,并不是所有的知识都可以转化为技能,技能转化是有条件的。因此,语法教学应根据不同教学阶段分别采取内隐或外显的教学方式。此外,淡化句法和语法词汇化教学有利有弊,需分别对待。最后,本文从社会文化心理理论的角度,提出对外汉语语法教学的新思路,即通过内隐与外显调节两条路径实现语法知识和技能的获得和发展。
For more than 60 years of teaching Chinese as a foreign language, under the influence of different linguistic theories, the concept of grammar teaching has undergone constant changes. After the 90s of the 20th century, grammar teaching faces theoretical confusion and dilemma. In view of the above problems, this paper analyzes some basic theoretical problems of grammar teaching in Chinese as a foreigner, such as interface of knowledge and skills, problems of implicit and explicit teaching, and lexicalization of grammar and grammar. Cognitive perspective for analysis and discussion. Studies have shown that not all knowledge can be transformed into skills, skills conversion is conditional. Therefore, grammar teaching should be based on different teaching stages were implicit or explicit teaching methods. In addition, diluting the vocabulary and grammar teaching has advantages and disadvantages, need to be treated separately. Finally, from the perspective of social cultural psychology, this paper proposes a new way of teaching Chinese as a foreign language grammar, that is, gaining and developing grammatical knowledge and skills through two paths of implicit and explicit regulation.