在汉语口语课上泰国学生倾向听说法的原因分析
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摘要
目前,随着中国经济迅速发展以及中国与各国间交流合作日趋频繁,汉语在世界范围内日益受到青睐,汉语教育在泰国的发展尤其迅速。汉语教育在泰国蓬勃发展,大大促进了中泰教育、文化、经济等方面的交流,同时也促进了就业,汉语也因此成为泰国政府鼓励的外语学科。但我们发现泰国学生在汉语口语学习过程中存在一些问题,比如,很多泰国学生倾向依靠听说法。造成这一现象的原因除了教学因素和学习者个人差异以外,泰国学生的思维取向也是重要原因之一。因此,本研究通过调查问卷和访谈,探索泰国学生在汉语口语课堂中倾向听说法的原因,并从文化和地域两方面进行研究。本研究的主要问题有如下两个:1)汉语口语课当中泰国学生倾向听说法的原因;2)汉语口语课堂中运用交际法是否对泰国学生更有促进作用。研究发现:1)文化取向影响了人们的思维方式,进而影响人们在语言上的交流以及学习的风格;2)在汉语口语课堂上运用交际法能够更好地促进学生的汉语学习。
本研究的开展,对研究对外汉语教学具有重要的理论和现实意义。从理论上讲,探索泰国学生汉语口语学习中存在的问题,并从文化价值观纬度与语境理论等层面分析其深层原因,一定程度上丰富了汉语教学的理论研究。从现实意义上看,通过探索和分析在汉语口语课中泰国学生倾向听说法的原因,可以更好地帮助我们了解泰国学生的思维方式和价值取向。同时,探讨在汉语口语课堂中运用交际法对学生是否有促进作用,还存在哪些问题,可以更好地帮助汉语教师运用各种教学方法实施教学,对发展在泰国的华文教育、促进汉语在泰国的推广与发展有着积极的意义。
Nowadays, Chinese has been becoming more and more popular around the globe because China’s rapid growth in economy and its immense connection and cooperation with other countries. Particularly, the education of Chinese has been rather developed in Thailand. The prosperity of Chinese education, to large extent, boosts the interaction between China and Thailand in education, culture, economy, etc. Further more, it even facilitates the employment in Thailand. Therefore, Chinese has been well welcomed and advocated by Thailand government. In spite of many achievements, there are still a lot of problems especially in the acquisition of spoken Chinese. For example, a large number of Thailand students depend a lot on Audiolingual Teaching Method. A couple of reasons lead to the problem, such as teaching, individual difference. In addition, we believe thinking pattern should be also one of the causing variables. Thus, through questionnaire and interview, the present research aimed to find out why Thailand students relied mostly on Audiolingual Teaching Method, and the data had been analyzed in the perspective of culture and region. The present research consists of two research questions. They are 1) what make Thailand students prefer Audiolingual Teaching Method in the spoken classroom; and 2) Whether the Communicative Approach can be a better method facilitating students’acquisition of spoken Chinese? The main findings include: 1) culture decides students’thinking pattern, which in turn influences their preference in language acquisition; 2) Communicative Approach can better facilitate students’language learning in spoken Chinese classroom.
The present study, in some way, can be significant both theoretically and practically. In theory, to explore the problems happened to Thailand students in the acquisition of Chinese and analyze the deep reason from the perspective of culture value and context, to some extent can enrich the understanding of teaching of Chinese in Thailand. In practice, to explore causes of Thailand students’preference to Audiolingual Teaching Method can foster a better understanding of Thailand students’thinking pattern and value orientation. At the mean time, to discuss the employment of Communicative Approach in classroom and further explore its shortages can facilitate a more proficient teaching and by all means, promote the development of Chinese in Thailand.
本研究的开展,对研究对外汉语教学具有重要的理论和现实意义。从理论上讲,探索泰国学生汉语口语学习中存在的问题,并从文化价值观纬度与语境理论等层面分析其深层原因,一定程度上丰富了汉语教学的理论研究。从现实意义上看,通过探索和分析在汉语口语课中泰国学生倾向听说法的原因,可以更好地帮助我们了解泰国学生的思维方式和价值取向。同时,探讨在汉语口语课堂中运用交际法对学生是否有促进作用,还存在哪些问题,可以更好地帮助汉语教师运用各种教学方法实施教学,对发展在泰国的华文教育、促进汉语在泰国的推广与发展有着积极的意义。
Nowadays, Chinese has been becoming more and more popular around the globe because China’s rapid growth in economy and its immense connection and cooperation with other countries. Particularly, the education of Chinese has been rather developed in Thailand. The prosperity of Chinese education, to large extent, boosts the interaction between China and Thailand in education, culture, economy, etc. Further more, it even facilitates the employment in Thailand. Therefore, Chinese has been well welcomed and advocated by Thailand government. In spite of many achievements, there are still a lot of problems especially in the acquisition of spoken Chinese. For example, a large number of Thailand students depend a lot on Audiolingual Teaching Method. A couple of reasons lead to the problem, such as teaching, individual difference. In addition, we believe thinking pattern should be also one of the causing variables. Thus, through questionnaire and interview, the present research aimed to find out why Thailand students relied mostly on Audiolingual Teaching Method, and the data had been analyzed in the perspective of culture and region. The present research consists of two research questions. They are 1) what make Thailand students prefer Audiolingual Teaching Method in the spoken classroom; and 2) Whether the Communicative Approach can be a better method facilitating students’acquisition of spoken Chinese? The main findings include: 1) culture decides students’thinking pattern, which in turn influences their preference in language acquisition; 2) Communicative Approach can better facilitate students’language learning in spoken Chinese classroom.
The present study, in some way, can be significant both theoretically and practically. In theory, to explore the problems happened to Thailand students in the acquisition of Chinese and analyze the deep reason from the perspective of culture value and context, to some extent can enrich the understanding of teaching of Chinese in Thailand. In practice, to explore causes of Thailand students’preference to Audiolingual Teaching Method can foster a better understanding of Thailand students’thinking pattern and value orientation. At the mean time, to discuss the employment of Communicative Approach in classroom and further explore its shortages can facilitate a more proficient teaching and by all means, promote the development of Chinese in Thailand.
引文
①刘珣.对外汉语教育学引论[M].北京语言文化大学出版社.2007:58.
①崔希亮.对外汉语教学与汉语国际教育的发展与展望[J].语言文字应用.2010:5.
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②濮擎红.对外汉语口语教学策略[J].华北电力大学学报(社会科学版).2010(4):138.
③吕必松.汉语教学中技能训练的系统性问题[J].语言文字应用.1997(3):1.
④车正兰.浅谈在对外汉语口语课中如何培养学生的语言交际能力[J].辽宁教育行政学院学报.2006(5):86.
①吕玥.对外汉语初级阶段口语教学浅析[J].语文学刊.2010(8):127-128.
①吕必松.再论对外汉语教学的性质和特点[J].语言教学与研究.1991(2):7.
①吕必松.对外汉语教学概论(讲义)[J].世界汉语教学.1992(2):113.
②崔希亮.对外汉语教学与汉语国际教育的发展与展望[J].语言文字应用.2010(2):3.
③刘晓雨.对外汉语口语教学研究综述[J].语言教学与研究.2001(2):28
④许子亮、吴仁甫.实用对外汉语教学法[M],北京大学出版社,2009:129-130.
①徐子亮.汉语作为外语的口语教学新议[J].世界汉语教学.2002(4):98-99.
②吕必松.对外汉语教学的理论研究问题自议[J].语言文字应用.1992(1):66-67.
③刘珣.对外汉语教育学引论[M].北京语言文化大学出版社.2007:98.
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①Richards,J.C.and T.S.Rodgers.Approaches and Method in language Teaching[M].Cambridge University Press,1986.
②张正东、琼林毓翠.外语教学论著自选集[C].人民教育出版社.2002
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①F.de Saussure.普通语言学[M].商务印书馆.1985:41.
②D.Hymes.Communicative Competence[M].1970.
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②Goodenough,W..Cultural Anthropology and Linguistics.In P.Garvin(ed.).Report of the Seventh Annual Round Table Meeting on Linguistics and Language [J].Washington:Georgetown University Series on Language and Linguistics,1964(9).
③Kroeber, A.L.& C.Kluckhohn. Culture:A Critical Review of Concept and Definitions. Cambridge. Paper of the Peabody Museum of American Archaeology and Ethnology [J] . 47/1 . Cambridge Mass:Harvard University,1952.
①Greertz,L..The Interpretation of Culture [M].New York:Basci Books,1973:89.
②吉尔特?霍夫斯泰德(G.Hofstede)与格特?扬?霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:58.
①吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:107.
①吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:147-148.
①吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:191.
②吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:228.①M.W.Lustig & J.Koester.Intercuitural Competence:Interpersonal Communication Across Cuitures[M].Harper Collins College Publishers.1996:125-126.
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①崔希亮.对外汉语教学与汉语国际教育的发展与展望[J].语言文字应用.2010:5.
①吕玥.对外汉语初级阶段口语教学浅析[J].语文学刊.2010(8):127.
②濮擎红.对外汉语口语教学策略[J].华北电力大学学报(社会科学版).2010(4):138.
③吕必松.汉语教学中技能训练的系统性问题[J].语言文字应用.1997(3):1.
④车正兰.浅谈在对外汉语口语课中如何培养学生的语言交际能力[J].辽宁教育行政学院学报.2006(5):86.
①吕玥.对外汉语初级阶段口语教学浅析[J].语文学刊.2010(8):127-128.
①吕必松.再论对外汉语教学的性质和特点[J].语言教学与研究.1991(2):7.
①吕必松.对外汉语教学概论(讲义)[J].世界汉语教学.1992(2):113.
②崔希亮.对外汉语教学与汉语国际教育的发展与展望[J].语言文字应用.2010(2):3.
③刘晓雨.对外汉语口语教学研究综述[J].语言教学与研究.2001(2):28
④许子亮、吴仁甫.实用对外汉语教学法[M],北京大学出版社,2009:129-130.
①徐子亮.汉语作为外语的口语教学新议[J].世界汉语教学.2002(4):98-99.
②吕必松.对外汉语教学的理论研究问题自议[J].语言文字应用.1992(1):66-67.
③刘珣.对外汉语教育学引论[M].北京语言文化大学出版社.2007:98.
④李泉.对外汉语教学理论思考[M].教育科学出版社.2005:42.
①Richards,J.C.and T.S.Rodgers.Approaches and Method in language Teaching[M].Cambridge University Press,1986.
②张正东、琼林毓翠.外语教学论著自选集[C].人民教育出版社.2002
③刘珣.对外汉语教育学引论[M].北京语言文化大学出版社.2007:236.
①F.de Saussure.普通语言学[M].商务印书馆.1985:41.
②D.Hymes.Communicative Competence[M].1970.
①Tylor, E.B..原始文化[M].默里出版社.1987:1.
②Goodenough,W..Cultural Anthropology and Linguistics.In P.Garvin(ed.).Report of the Seventh Annual Round Table Meeting on Linguistics and Language [J].Washington:Georgetown University Series on Language and Linguistics,1964(9).
③Kroeber, A.L.& C.Kluckhohn. Culture:A Critical Review of Concept and Definitions. Cambridge. Paper of the Peabody Museum of American Archaeology and Ethnology [J] . 47/1 . Cambridge Mass:Harvard University,1952.
①Greertz,L..The Interpretation of Culture [M].New York:Basci Books,1973:89.
②吉尔特?霍夫斯泰德(G.Hofstede)与格特?扬?霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:58.
①吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:107.
①吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:147-148.
①吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:191.
②吉尔特·霍夫斯泰德(G.Hofstede)与格特·扬·霍夫斯泰德(G.J.Hofstede).文化与组织:心理软件的力量[M].中国人民大学出版社.2010:228.①M.W.Lustig & J.Koester.Intercuitural Competence:Interpersonal Communication Across Cuitures[M].Harper Collins College Publishers.1996:125-126.
[1] Bell,Roger T. An Introduction to Applied Linguistics: Approaches and Methods in Language Teaching[M].Batsford Academic and Educational Lid,1981.
[2] Goodenough,W..Cultural Anthropology and Linguistics.In P.Garvin(ed.).Report of the SeventhAnnual Round Table Meeting on Linguistics and Language [J].Washington:Georgetown University Series on Language and Linguistics,1964(9).
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