国别化“对外汉语教学用词表”制定的研究：以韩国为例
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摘要
对外汉语教学现在是,将来也一直会是中国和中华民族的一项伟大事业。如何全面地、有效地展开这项事业,是值得从事对外汉语教学研究和教学的学者以及教师们努力探讨的一个重要问题。“对外汉语教学用词表”的拟定对对外汉语教学来说是一项非常重要的研究工作,直接影响到教材的编写、辞书的编撰和词汇教学大纲的制定与教学测试。
传统的“对外汉语教学词表”的拟定多只考虑到“该教外国学生什么”、“怎么教”的问题,着重汉语学习者对中国社会和文化的了解,因此多只考虑汉语方面的语料,而且收集的语料也多是20世纪90年代以前的,今天看来有些词比较陈旧、过时,无法完全跟上时代发展的潮流。再说,教学实践表明只教会学生如何理解中国社会和文化是不够的,也必须教会他们如何用汉语将他们固有认知中的思维表达出来。我们必须认识到:第二语言也是交际的工具,并不是仅仅表达汉语或中国事物的工具。因为我们不能否定学生有其本身的母语认知,我们也不能否定学生的母语认知对他们的汉语学习有着一定的影响,而且可以说几乎绝大多数的汉语学习者在学习汉语后,仍居留在他们自己的国家,进行与中国人在商业、文化、经济、学术等的各项交际的活动。加之对外汉语教学不只限于中国本土的汉语教学,也包括在学习者母语国进行的汉语教学,因此,考虑学习者的表达需要也就显得特别地重要。本研究试着从人类理解和表达的认知层面和交际的本质以及生存的需要出发提出了“国别化”对外汉语教学的理念和研究方向,以动态更新的大规模汉语和韩语真实语料库为主要的研究材料,不但考虑汉语学习者在汉语理解上的需要,也考虑他们用汉语表达时的需要,将静态式、被动式的教学带向动态式、主动式的教学。这不但符合教育学的原则,也符合时代的需求。本研究还提出:一个具有针对性的“对外汉语教学用词表”必须是在中、外的对外汉语教学专家与学者的共同参与下研制出来的,不能只限于中国的专家和学者单方面的研究。
本研究中将“国别化”(country-specific)界定为“针对不同的国家而实行不同/差别的汉语的教学”。本研究并试着界定对外汉语教学中所谓的“词”为:“语言中能说能听或用来造句的单位,它一般具有相对固定的语音形式,是一个在现实交际中用来理解和表达,具有“意义充分性”(significant adequacy)和“流畅充分性”(fluent adequacy)的语言单位。”所谓“意义充分性”是指是内部结合紧密,意义明确且已经凝固为一个整体,不能随意切分的语言单位;所谓“流畅充分性”是指在语音形式上凝固性强,且为人类认知记忆范围内整体输入和输出的一个不大不小的组块单位,具有所有“词”和“词汇”的属性,但包含层面却更广泛。
本研究所使用的语料来源分别是:北京语言大学应用语言学研究所的“动态流通语料库”;韩国国立国语研究院的“常用韩国语语料库”;中国国家汉办的《HSK大纲》。在实际的语料处理和筛选过程中,本研究组织了中国和韩国的对韩汉语教学专家的参与,采用了“定量”和“定性”相结合的综合集成的研究方法。整个词表制定的逻辑流程,主要是以“模块”的建构方法操作,以达到简化词表更新的程序,增强词表的更新能力。研究中还设计了三项问卷调查,调查结果作为筛选词语的一个主要参照指标。研究结果显示:汉语语料方面共收词8,686个,韩语语料方面共收词1,020个,中国流行语方面共收词36个,韩国特色、流行和补充词语方面共收词310个,总共收词10,052个。
本研究最终的研究目标是藉由“对韩汉语教学用词表”的研究提出一套拟定“国别化”的“对外汉语教学用词表”的方法论,将对外汉语教学从粗放型的量化教学进一步推向更有针对性的精准型量化教学,为学习者“怎么学”提供实质性的指导,也希冀对对外汉语教学的理论建设和教学研究有一定的参考价值,对人类的共同认知和语言获得的研究提供些许的
Teaching Chinese to foreigners is, and will continue to be, a great undertaking for the Chinese government and the Chinese nation. In this regards, the discovery of methods to effectively promote and develop this undertaking using our inherent strengths has become an important task which must be addressed. A vital development in the field of teaching Chinese as a foreign language (TCFL) has been the research conducted on the construction of a word list which can be used to teach Chinese to foreigners. The development of such a word list has a direct influence on matters such as: the writing of teaching materials; the compilation of dictionaries and reference books; the formulation of curriculums and instruction syllabi for the teaching of vocabulary; and the measurement and testing of the teaching itself.The traditional way of building a word list attaches much importance to questions such as "what should we teach foreign students?" and "how should we teach foreign students?" while paying less attention to the question of "whom are we teaching?" Therefore, academic circles have tended to regard the Chinese corpus as the definitive vocabulary list. However, viewed from today's vantage point, much of the data which has been collected is now antiquated and behind the times. Furthermore, our own practical experience with teaching Chinese to foreigners has revealed that simply teaching foreign students to understand Chinese culture and present-day society is inadequate. Rather, students should also be taught how to express their own thoughts. Here, it must be recognized that foreign students have their own cognitive structures and schemata, and that these cognitive structures will affect their learning of Chinese. Moreover, most of these foreign students will, after having learned Chinese, return to their respective countries and engage in business, cultural, economic, and academic activities that will require the use of Chinese. What's more, the teaching of Chinese as a foreign language is not restricted to a particular zone or region; that is, it is not something that is conducted solely within China, but something which can be conducted at the global level. Therefore, it is essential that foreign students be able to express their thoughts and ideas in Chinese.This research presents a new approach to the building of a word list for the teaching of Chinese as a foreign language; one which is grounded in a general view of human cognition. As we know, human cognitive processes are geared towards achieving the greatest possible cognitive effect while expending the smallest possible processing effort. In order to achieve this, individuals must focus their attention on what appears to them to be the most relevant and important information available. The essence of communication lies in its two critical characteristics: "understanding" and "expressing".Based on this fundamental notion, this research proposes a new conception of the "country-specific" teaching of Chinese as a foreign language. "Country-specific" is defined as "implementing different Chinese teaching curriculums and methods for each individual country." Furthermore, this research unveils a methodology which clarifies the important conceptual distinction between "teaching Chinese" and "teaching Chinese to foreigners". The theories behind this methodology are also discussed herein.The question of "what is the role of "words/vocabulary" in the teaching of Chinese as a foreign language?" is also discussed in this paper. Here we argue that in terms of the teaching of
Chinese as a foreign language, "words" should possess two sets of characteristics: "significant adequacy" and "fluent adequacy". "Significant adequacy" refers to an integrate unit with structural compactness and significant definitude. On the other hand, "fluent adequacy" refers to a cognitive unit with explicit phonetic form which conforms to the limits of humans' working memory.The development of a "country-specific" TCFL which uses the corpus of the student's mother country when constructing the word l
传统的“对外汉语教学词表”的拟定多只考虑到“该教外国学生什么”、“怎么教”的问题,着重汉语学习者对中国社会和文化的了解,因此多只考虑汉语方面的语料,而且收集的语料也多是20世纪90年代以前的,今天看来有些词比较陈旧、过时,无法完全跟上时代发展的潮流。再说,教学实践表明只教会学生如何理解中国社会和文化是不够的,也必须教会他们如何用汉语将他们固有认知中的思维表达出来。我们必须认识到:第二语言也是交际的工具,并不是仅仅表达汉语或中国事物的工具。因为我们不能否定学生有其本身的母语认知,我们也不能否定学生的母语认知对他们的汉语学习有着一定的影响,而且可以说几乎绝大多数的汉语学习者在学习汉语后,仍居留在他们自己的国家,进行与中国人在商业、文化、经济、学术等的各项交际的活动。加之对外汉语教学不只限于中国本土的汉语教学,也包括在学习者母语国进行的汉语教学,因此,考虑学习者的表达需要也就显得特别地重要。本研究试着从人类理解和表达的认知层面和交际的本质以及生存的需要出发提出了“国别化”对外汉语教学的理念和研究方向,以动态更新的大规模汉语和韩语真实语料库为主要的研究材料,不但考虑汉语学习者在汉语理解上的需要,也考虑他们用汉语表达时的需要,将静态式、被动式的教学带向动态式、主动式的教学。这不但符合教育学的原则,也符合时代的需求。本研究还提出:一个具有针对性的“对外汉语教学用词表”必须是在中、外的对外汉语教学专家与学者的共同参与下研制出来的,不能只限于中国的专家和学者单方面的研究。
本研究中将“国别化”(country-specific)界定为“针对不同的国家而实行不同/差别的汉语的教学”。本研究并试着界定对外汉语教学中所谓的“词”为:“语言中能说能听或用来造句的单位,它一般具有相对固定的语音形式,是一个在现实交际中用来理解和表达,具有“意义充分性”(significant adequacy)和“流畅充分性”(fluent adequacy)的语言单位。”所谓“意义充分性”是指是内部结合紧密,意义明确且已经凝固为一个整体,不能随意切分的语言单位;所谓“流畅充分性”是指在语音形式上凝固性强,且为人类认知记忆范围内整体输入和输出的一个不大不小的组块单位,具有所有“词”和“词汇”的属性,但包含层面却更广泛。
本研究所使用的语料来源分别是:北京语言大学应用语言学研究所的“动态流通语料库”;韩国国立国语研究院的“常用韩国语语料库”;中国国家汉办的《HSK大纲》。在实际的语料处理和筛选过程中,本研究组织了中国和韩国的对韩汉语教学专家的参与,采用了“定量”和“定性”相结合的综合集成的研究方法。整个词表制定的逻辑流程,主要是以“模块”的建构方法操作,以达到简化词表更新的程序,增强词表的更新能力。研究中还设计了三项问卷调查,调查结果作为筛选词语的一个主要参照指标。研究结果显示:汉语语料方面共收词8,686个,韩语语料方面共收词1,020个,中国流行语方面共收词36个,韩国特色、流行和补充词语方面共收词310个,总共收词10,052个。
本研究最终的研究目标是藉由“对韩汉语教学用词表”的研究提出一套拟定“国别化”的“对外汉语教学用词表”的方法论,将对外汉语教学从粗放型的量化教学进一步推向更有针对性的精准型量化教学,为学习者“怎么学”提供实质性的指导,也希冀对对外汉语教学的理论建设和教学研究有一定的参考价值,对人类的共同认知和语言获得的研究提供些许的
Teaching Chinese to foreigners is, and will continue to be, a great undertaking for the Chinese government and the Chinese nation. In this regards, the discovery of methods to effectively promote and develop this undertaking using our inherent strengths has become an important task which must be addressed. A vital development in the field of teaching Chinese as a foreign language (TCFL) has been the research conducted on the construction of a word list which can be used to teach Chinese to foreigners. The development of such a word list has a direct influence on matters such as: the writing of teaching materials; the compilation of dictionaries and reference books; the formulation of curriculums and instruction syllabi for the teaching of vocabulary; and the measurement and testing of the teaching itself.The traditional way of building a word list attaches much importance to questions such as "what should we teach foreign students?" and "how should we teach foreign students?" while paying less attention to the question of "whom are we teaching?" Therefore, academic circles have tended to regard the Chinese corpus as the definitive vocabulary list. However, viewed from today's vantage point, much of the data which has been collected is now antiquated and behind the times. Furthermore, our own practical experience with teaching Chinese to foreigners has revealed that simply teaching foreign students to understand Chinese culture and present-day society is inadequate. Rather, students should also be taught how to express their own thoughts. Here, it must be recognized that foreign students have their own cognitive structures and schemata, and that these cognitive structures will affect their learning of Chinese. Moreover, most of these foreign students will, after having learned Chinese, return to their respective countries and engage in business, cultural, economic, and academic activities that will require the use of Chinese. What's more, the teaching of Chinese as a foreign language is not restricted to a particular zone or region; that is, it is not something that is conducted solely within China, but something which can be conducted at the global level. Therefore, it is essential that foreign students be able to express their thoughts and ideas in Chinese.This research presents a new approach to the building of a word list for the teaching of Chinese as a foreign language; one which is grounded in a general view of human cognition. As we know, human cognitive processes are geared towards achieving the greatest possible cognitive effect while expending the smallest possible processing effort. In order to achieve this, individuals must focus their attention on what appears to them to be the most relevant and important information available. The essence of communication lies in its two critical characteristics: "understanding" and "expressing".Based on this fundamental notion, this research proposes a new conception of the "country-specific" teaching of Chinese as a foreign language. "Country-specific" is defined as "implementing different Chinese teaching curriculums and methods for each individual country." Furthermore, this research unveils a methodology which clarifies the important conceptual distinction between "teaching Chinese" and "teaching Chinese to foreigners". The theories behind this methodology are also discussed herein.The question of "what is the role of "words/vocabulary" in the teaching of Chinese as a foreign language?" is also discussed in this paper. Here we argue that in terms of the teaching of
Chinese as a foreign language, "words" should possess two sets of characteristics: "significant adequacy" and "fluent adequacy". "Significant adequacy" refers to an integrate unit with structural compactness and significant definitude. On the other hand, "fluent adequacy" refers to a cognitive unit with explicit phonetic form which conforms to the limits of humans' working memory.The development of a "country-specific" TCFL which uses the corpus of the student's mother country when constructing the word l
引文
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