摘要
汉语二语语法教学有狭义与广义两种理解:狭义的语法教学即理性的语法教学,广义的语法教学为以感性为主的大语法教学。语法教学在具体体现上也有多种理解与安排。与语法教学相关的有八项影响因素:教学目的、教学保障、师资水平与教态、学生水平与学态、生员年龄、语言类型、话语表达类型、教学理论。汉语二语语法教学在教材里可以有三种体现程序。我们应该建立“习惯即语法”的观念,并相应淡化理性语法教学,理由有三:汉语二语语法教学不是教学生学一套理性语法知识;汉语语法研究还远未达到科学的程度;人类具有语向学习能力。
There are two kinds of understanding in teaching Chinese grammar as a second language:the narrow sense is rational grammar teaching,and the broad sense is the perceptual-based major grammar teaching.The grammar teaching also has a variety of understandings and arrangements in its specific manifestations.There are eight factors related to grammar teaching:teaching purpose,teaching guarantee,teachers’level and teaching attitude,students’level and learning attitude,student’s age,language type,discourse expression type,and teaching theory.Teaching Chinese grammar as a second language can be embodied in three ways in second language textbooks.We should establish the concept of“habit is grammar”and dilute rational grammar teaching accordingly.There are three reasons:teaching Chinese grammar as a second language does not teach students to learn a set of rational grammar knowledge;The study of Chinese grammar is far from scientific;Human beings have natural language learning ability.
出处
《北华大学学报（社会科学版）》
2021年第6期37-50,2,151,共16页
Journal of Beihua University(Social Sciences)
关键词
汉语二语语法教学
淡化理性语法教学
汉语教学的多相关因素
习惯即语法
teaching Chinese grammar as a second language
dilution rational grammar teaching
multiple related factors of Chinese teaching
habit is grammar
