关于语用为纲理念在教师培训中如何落实的探讨
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摘要
本文重点讨论语用为纲在教师培训环节"怎么做"的问题。作为语言学习四大环节之一,教师培训和教学活动是保证语用大纲、课程和教材中所包含的理念落到实处的关键。如何把抽象变具体,把隐性变显性,关键在提供一个可操作的模型,本文介绍的特别课型"语言文化实习课"是这方面的尝试。主要观点包括:(1)在理念上,确认语言结构为手段,语言运用为目的;(2)在教学过程中,确保语用为纲的原则贯穿语言学习的全过程;(3)在实际操作中,不断探索、验证并最后确认行之有效的模式,把语用为纲的原则落到实处。这是在华语二语教学中继测试、课程设置这两个环节之后又一个落实语用为纲理念的操作模式。
This paper focuses on " how to" train teachers so that they are more sensitive to pragmatic factors in language use. In addition to understanding the importance of pragmatic and cultural context in teaching, many teachers would welcome specific guidelines and "models" because they need hands-on practices before they can really follow a pragmatic approach in CSL teaching. The major points made in this paper include(1) the recognition that language use is the aim while knowledge of language structure is the means;( 2) Pragmatic Framework as the guiding principle should be used in all stages of the learning process;( 3) experimental research needs to be carried out in search of specific models for the implementation of the pragmatic principle in teacher training, as well as other key stages( e.g.assessment, curriculum design).
This paper focuses on " how to" train teachers so that they are more sensitive to pragmatic factors in language use. In addition to understanding the importance of pragmatic and cultural context in teaching, many teachers would welcome specific guidelines and "models" because they need hands-on practices before they can really follow a pragmatic approach in CSL teaching. The major points made in this paper include(1) the recognition that language use is the aim while knowledge of language structure is the means;( 2) Pragmatic Framework as the guiding principle should be used in all stages of the learning process;( 3) experimental research needs to be carried out in search of specific models for the implementation of the pragmatic principle in teacher training, as well as other key stages( e.g.assessment, curriculum design).
引文
陈学超2008从对外汉语到国际汉学[A].陈学超(主编),国际汉学集刊(第二辑)[C].北京:中国社会科学出版社.
崔希亮2012汉语教师的知识结构、能力结构和文化修养[A].周小兵(主编),国际汉语(第二辑)[C].广州:中山大学出版社.
郭熙(主编)2007华文教学概论[M].北京:商务印书馆.
何自然1997语用学习与英语学习[M].上海:上海外语教育出版社.
胡文仲1999跨文化交际学概论[M].北京:外语教学与研究出版社.
贾益民2013华文教育研究的重点与方向[J].华文教学与研究(2).
李宇明2005语言学习需求与对外汉语教学[A].李晓琪(主编),汉语教学学刊(1)[C].北京:北京大学出版社.
李晓琪(主编)2006对外汉语文化教学研究[M].北京:商务印书馆.
王初明2010外语是怎样学会的[M].北京:外语教学与研究出版社.
吴伟平2006汉语教学中的语用点:由点到面的教学实践[J].世界汉语教学(1).
——2008对外汉语教学:语用为纲口语水平测试的实践与讨论[A].李晓琪(主编),汉语教学学刊(1)[C].北京:北京大学出版社.
——2009语用框架与课程设置:从对外汉语教学到语言教学[A].吴伟平、李兆麟(主编),语言学与华语二语教学:语用能力培养的理论和实践[C].香港:香港大学出版社.
赵建华1999对外汉语教学中高级阶段功能大纲[M].北京:北京语言大学出版社.
Austin,J.1962 How to Do Things with Words:the William James Lectures Delivered at Harvard University[M].Oxford:Clarendon Press.
Brown,P.&S.Levinson 1988 Politeness:Some Universals in Language Use[M].Cambridge:Cambridge University Press.
Chi,T.R.1996 Towards a communicative model for teaching and learning Chinese as a foreign language:Exploring some new possibilities[A].In S.McGinnis(ed.),Chinese Pedagogy:An Emerging Field[C].Columbus,OH:The Ohio State University Foreign Language Publications:1-27.
Grice,P.1989 Studies in the Way of Words[M].Cambridge:Harvard University Press.
Kasher,A.(ed.)1998 Pragmatics:Critical Concepts,vol.Ⅱ.Speech Act Theory and Particular Speech Acts[M].London and New York:Routledge.
Kramsch,C.1998 Language and Culture[M].Oxford:Oxford University Press.
Krashen,S.1985 The Input Hypothesis:Issues and Implications[M].London:Longman.
Lakoff,R.1977 What you can do with words:Politeness,pragmatics,and performatives[A].In R.Rogers,R.Wall&J.Murphy(eds.),Proceedings of the Texas Conference on Performatives,Presuppositions and Implicatures[C].Arlington,Va.:Center for Applied Linguistics:79-105.
Tannen,D.1986 That's not What I Meant!:How Conversational Style Makes or Breaks Relationships with Others[M].New York:Ballantine.
Wu,W-P.1993 Towards a Theory of Teaching Chinese as a Second Language[A].Springfield,VA:ERIC Document Reproduction Service,ED 366 216[C].Paper based on presentation at Chinese Lan-guage Teachers Association(CLTA)Annual Meeting,San Antonio,Texas.
——2011 Pragmatic framework and its role in language learning:With special reference to Chinese[A].In W.Chan et al.(eds.),Processes and Process-Orientation in Foreign Language Teaching and Learning[C].Germany:De Gruyter Mouton.
①本文用“华语二语教学”泛指传统的“对外汉语教学”和新兴的“国际汉语教学”。这一领域中不同的群体有不同的背景和理念,所以有近年来所谓的“正名”之争。从语言学和语言教学的角度,借鉴英语二语教学(ESL)的理念和实践,笔者认为用“华语二语教学”(CSL)能比较客观地表达自己的意思。
①第一部分的宏观工作坊包括:(1)华语二语教学面面观(Teaching Chinese as a Second Language:Concepts,trends and directions);(2)语用为纲学汉语(Speaking Chinese:A pragmatic approach)和其他四个与华语二语教学主要环节相关的工作坊。第二、三部分工作坊题目一般与主讲人所教课程有关,每一轮的具体题目与上一轮有所不同,但类别不变。
①见王浩勃《汉语口语水平测试中的“请求”言语行为初探》,注解第29。文见李兆麟、谢春玲、吴伟平主编《语言学与华语二语教学:语用能力培养的理论与实践》,香港商务出版社,2013。
①COPA:电脑口语水平评核,是Computerized Oral Proficiency Assessment的简称。该测试在美国应用语言学中心汉语模拟口语水平面试(Simulated Oral Proficiency Interview,简称SOPI)的基础上研发,是大规模口语水平评核工具,其特点是把语境因素内化,成为语言任务和评核标准的有机组成部分(详见吴伟平,2008)。
崔希亮2012汉语教师的知识结构、能力结构和文化修养[A].周小兵(主编),国际汉语(第二辑)[C].广州:中山大学出版社.
郭熙(主编)2007华文教学概论[M].北京:商务印书馆.
何自然1997语用学习与英语学习[M].上海:上海外语教育出版社.
胡文仲1999跨文化交际学概论[M].北京:外语教学与研究出版社.
贾益民2013华文教育研究的重点与方向[J].华文教学与研究(2).
李宇明2005语言学习需求与对外汉语教学[A].李晓琪(主编),汉语教学学刊(1)[C].北京:北京大学出版社.
李晓琪(主编)2006对外汉语文化教学研究[M].北京:商务印书馆.
王初明2010外语是怎样学会的[M].北京:外语教学与研究出版社.
吴伟平2006汉语教学中的语用点:由点到面的教学实践[J].世界汉语教学(1).
——2008对外汉语教学:语用为纲口语水平测试的实践与讨论[A].李晓琪(主编),汉语教学学刊(1)[C].北京:北京大学出版社.
——2009语用框架与课程设置:从对外汉语教学到语言教学[A].吴伟平、李兆麟(主编),语言学与华语二语教学:语用能力培养的理论和实践[C].香港:香港大学出版社.
赵建华1999对外汉语教学中高级阶段功能大纲[M].北京:北京语言大学出版社.
Austin,J.1962 How to Do Things with Words:the William James Lectures Delivered at Harvard University[M].Oxford:Clarendon Press.
Brown,P.&S.Levinson 1988 Politeness:Some Universals in Language Use[M].Cambridge:Cambridge University Press.
Chi,T.R.1996 Towards a communicative model for teaching and learning Chinese as a foreign language:Exploring some new possibilities[A].In S.McGinnis(ed.),Chinese Pedagogy:An Emerging Field[C].Columbus,OH:The Ohio State University Foreign Language Publications:1-27.
Grice,P.1989 Studies in the Way of Words[M].Cambridge:Harvard University Press.
Kasher,A.(ed.)1998 Pragmatics:Critical Concepts,vol.Ⅱ.Speech Act Theory and Particular Speech Acts[M].London and New York:Routledge.
Kramsch,C.1998 Language and Culture[M].Oxford:Oxford University Press.
Krashen,S.1985 The Input Hypothesis:Issues and Implications[M].London:Longman.
Lakoff,R.1977 What you can do with words:Politeness,pragmatics,and performatives[A].In R.Rogers,R.Wall&J.Murphy(eds.),Proceedings of the Texas Conference on Performatives,Presuppositions and Implicatures[C].Arlington,Va.:Center for Applied Linguistics:79-105.
Tannen,D.1986 That's not What I Meant!:How Conversational Style Makes or Breaks Relationships with Others[M].New York:Ballantine.
Wu,W-P.1993 Towards a Theory of Teaching Chinese as a Second Language[A].Springfield,VA:ERIC Document Reproduction Service,ED 366 216[C].Paper based on presentation at Chinese Lan-guage Teachers Association(CLTA)Annual Meeting,San Antonio,Texas.
——2011 Pragmatic framework and its role in language learning:With special reference to Chinese[A].In W.Chan et al.(eds.),Processes and Process-Orientation in Foreign Language Teaching and Learning[C].Germany:De Gruyter Mouton.
①本文用“华语二语教学”泛指传统的“对外汉语教学”和新兴的“国际汉语教学”。这一领域中不同的群体有不同的背景和理念,所以有近年来所谓的“正名”之争。从语言学和语言教学的角度,借鉴英语二语教学(ESL)的理念和实践,笔者认为用“华语二语教学”(CSL)能比较客观地表达自己的意思。
①第一部分的宏观工作坊包括:(1)华语二语教学面面观(Teaching Chinese as a Second Language:Concepts,trends and directions);(2)语用为纲学汉语(Speaking Chinese:A pragmatic approach)和其他四个与华语二语教学主要环节相关的工作坊。第二、三部分工作坊题目一般与主讲人所教课程有关,每一轮的具体题目与上一轮有所不同,但类别不变。
①见王浩勃《汉语口语水平测试中的“请求”言语行为初探》,注解第29。文见李兆麟、谢春玲、吴伟平主编《语言学与华语二语教学:语用能力培养的理论与实践》,香港商务出版社,2013。
①COPA:电脑口语水平评核,是Computerized Oral Proficiency Assessment的简称。该测试在美国应用语言学中心汉语模拟口语水平面试(Simulated Oral Proficiency Interview,简称SOPI)的基础上研发,是大规模口语水平评核工具,其特点是把语境因素内化,成为语言任务和评核标准的有机组成部分(详见吴伟平,2008)。