《商务汉语随学随用》与《通用商务汉语1》之比较研究
摘要
随着中国与世界各国贸易活动的不断增加,汉语越来越火,全世界有更多的人对汉语产生浓厚的兴趣,汉语热汉语学习也更多地走向实际应用层面。因此,商务汉语教学、商务汉语教材研究也成为对外汉语教学中最为关注的问题。教材是商务汉语教学总体设计的具体体现,是对外汉语教师展开课堂教学活动和测试的依据,也是第二语言学习者获取第二语言材料的主要来源。
本文选择了最新出版的两本初级商务汉语教材进行对比研究。《商务汉语随学随用》是一套针对初中级汉语水平的留学生活在海外学习汉语的读者编写的,教材特别注重语言的实用性、交际性和趣味性,配有mp3光盘。《通用商务汉语1》也是以培养初级商务汉语学习者交际能力为目标的商务汉语综合教材。教材采用场景式的编排,既便于多媒体商务汉语教学使用,也可为依附于网络平台的远程商务汉语教育服务,教材是针对各类商务汉语学习者的商务交际活动来编写的,强调融专业知识背景、工作技能以及语言基础学习为一体。教材的课文是以几位核心的海内外商务人士参与商务活动为主线,以情景对话的形式来传达商务知识,在真实的商务交际环境中来学习商务汉语。通过对比研究发现,两部教材都是以场景为中心的初级商务汉语教材,都十分注重语言的实用性,两者相比较《通用商务汉语1》信息量大,内容丰富,非常适合课堂教学使用,而《商务汉语随学随用》则更加注重实用性,类似于一本《英语900句》,方便学习者随时学习随时使用,并不适合作为教材来使用。
本文首先对商务教材的编写历史进行了回顾,对商务汉语教材的编写现状进行了分析,归纳了商务汉语教材存在的问题;在具体比较两本商务汉语教材之前,本文阐述了商务汉语的概念、商务汉语的特点,简要分析了商务汉语课程设置的目的、教学对象、教学重点等;本文在对商务汉语教材的各个部分进行比较时,选择了教材的体例、商务主题的选择、课文结构、课文形式、课后练习、课文词汇、典型句式、光盘内容等项目逐一进行比较分析。本文旨在通过对两本商务汉语教材的比较,对两本教材的使用方面提出了一些建议。之所以选择这两本教材主要基于三方面的考虑:首先,两本教材都是2010年新出版的教材,课文所反映的商务内容与现实基本相符,不会因为年代久远与现实相违背;第二,从教学手段上看,两本教材都具备有声光盘和无声教材相互结合的现代教学手段,尤其是《通用商务汉语1》,采用场景式的编排,既便于多媒体商务汉语教学使用,也可为依附于网络平台的远程商务汉语教育服务。第三,两本教材的教学对象近似。《通用商务汉语1》适用于海内外有一定汉语水平(相当于HSK成绩三级或以上水平)的人士的商务汉语学习,《商务汉语随学随用》是一套针对初、中级汉语水平的来华留学生或在海外学习汉语的读者编写的语言学习读物。最后是基于两者的编写各有特色,风格不同,对比明显,比较起来更有意义。
With China and the world trade continues to increase, the importance of learning Chinese is increasingly prominent. Business Chinese to Chinese language teaching profession, represented an important, with the appropriate professional Chinese language teaching, foreign language teaching research has most become the concern. The materials and in foreign language teaching occupies a very important position. It is a concrete manifestation of the overall design is to start foreign language teachers, classroom activities and testing of the basis on which the second language, second language learners access to primary source material. Therefore, preparation of teaching materials for Chinese business research and analysis is very important and meaningful.
is a series of Chinese learning materials designed for foreign exchange students or overseas Chinese learners at primary and intermediate level. This book attaches great importance to the practical, communicative and interesting use of the Chinese language. The companion MP3 discs give actual pronunciation mandarin Chinese. is a comprehensive book on business Chinese, aiming to improve the communicative skills of business Chinese learners. This book is based on situational scenes, which are convenient for multimedia teaching of business Chinese, and conducive to virtual business Chinese teaching on the internet platform. The book caters for business Chinese learners in their business communication activities, emphasizing the combination of special knowledge, working skills and language basics. The book is arranged along the story line of several major business people participating in business activities. The business knowledge is learned through situational conversation and business Chinese practiced in real business communication occasions.
In this paper, the history of the business of teaching materials were reviewed for the preparation of business Chinese teaching materials are analyzed, summarized the problems in business Chinese teaching materials; in the comparison before two business Chinese teaching materials, the paper describes the concept of Chinese business, Business Chinese characteristics, a brief analysis of the business Chinese curriculum objectives, teaching objects, teaching points, etc.; in this paper, the various parts of the business Chinese textbooks compare, choose a style of teaching materials, the choice of business topics, text structure, text forms, exercises, vocabulary lessons, the typical sentence, CD-ROM content items each were compared. This paper aims to Business Chinese textbook for two comparisons, the two materials used in a number of recommendations. Chose these two materials is based on the consideration of three aspects: First, the two materials were published in 2010, new text books, the text reflects the basic line business and the reality, and reality will not be contrary to age-old; Second, from the point of view of teaching methods, teaching materials are equipped with two audio CDs and silent teaching of modern teaching methods with each other, especially the "common business language", with the scene type of arrangement, both for business Chinese teaching with multimedia, but also for attached to a remote network platform business Chinese education services. Third, the two similar objects of teaching materials. "General Business Chinese" for certain overseas Chinese Proficiency (equivalent to HSK score level 3 or above) to learn Chinese business persons, "with the study with the use of Chinese business" is a set for beginning and intermediate level Chinese in China students or overseas Chinese readers to learn written language learning books. Finally, the preparation of their own characteristics based on the two different styles, contrasting, more meaningful comparison.
本文选择了最新出版的两本初级商务汉语教材进行对比研究。《商务汉语随学随用》是一套针对初中级汉语水平的留学生活在海外学习汉语的读者编写的,教材特别注重语言的实用性、交际性和趣味性,配有mp3光盘。《通用商务汉语1》也是以培养初级商务汉语学习者交际能力为目标的商务汉语综合教材。教材采用场景式的编排,既便于多媒体商务汉语教学使用,也可为依附于网络平台的远程商务汉语教育服务,教材是针对各类商务汉语学习者的商务交际活动来编写的,强调融专业知识背景、工作技能以及语言基础学习为一体。教材的课文是以几位核心的海内外商务人士参与商务活动为主线,以情景对话的形式来传达商务知识,在真实的商务交际环境中来学习商务汉语。通过对比研究发现,两部教材都是以场景为中心的初级商务汉语教材,都十分注重语言的实用性,两者相比较《通用商务汉语1》信息量大,内容丰富,非常适合课堂教学使用,而《商务汉语随学随用》则更加注重实用性,类似于一本《英语900句》,方便学习者随时学习随时使用,并不适合作为教材来使用。
本文首先对商务教材的编写历史进行了回顾,对商务汉语教材的编写现状进行了分析,归纳了商务汉语教材存在的问题;在具体比较两本商务汉语教材之前,本文阐述了商务汉语的概念、商务汉语的特点,简要分析了商务汉语课程设置的目的、教学对象、教学重点等;本文在对商务汉语教材的各个部分进行比较时,选择了教材的体例、商务主题的选择、课文结构、课文形式、课后练习、课文词汇、典型句式、光盘内容等项目逐一进行比较分析。本文旨在通过对两本商务汉语教材的比较,对两本教材的使用方面提出了一些建议。之所以选择这两本教材主要基于三方面的考虑:首先,两本教材都是2010年新出版的教材,课文所反映的商务内容与现实基本相符,不会因为年代久远与现实相违背;第二,从教学手段上看,两本教材都具备有声光盘和无声教材相互结合的现代教学手段,尤其是《通用商务汉语1》,采用场景式的编排,既便于多媒体商务汉语教学使用,也可为依附于网络平台的远程商务汉语教育服务。第三,两本教材的教学对象近似。《通用商务汉语1》适用于海内外有一定汉语水平(相当于HSK成绩三级或以上水平)的人士的商务汉语学习,《商务汉语随学随用》是一套针对初、中级汉语水平的来华留学生或在海外学习汉语的读者编写的语言学习读物。最后是基于两者的编写各有特色,风格不同,对比明显,比较起来更有意义。
With China and the world trade continues to increase, the importance of learning Chinese is increasingly prominent. Business Chinese to Chinese language teaching profession, represented an important, with the appropriate professional Chinese language teaching, foreign language teaching research has most become the concern. The materials and in foreign language teaching occupies a very important position. It is a concrete manifestation of the overall design is to start foreign language teachers, classroom activities and testing of the basis on which the second language, second language learners access to primary source material. Therefore, preparation of teaching materials for Chinese business research and analysis is very important and meaningful.
In this paper, the history of the business of teaching materials were reviewed for the preparation of business Chinese teaching materials are analyzed, summarized the problems in business Chinese teaching materials; in the comparison before two business Chinese teaching materials, the paper describes the concept of Chinese business, Business Chinese characteristics, a brief analysis of the business Chinese curriculum objectives, teaching objects, teaching points, etc.; in this paper, the various parts of the business Chinese textbooks compare, choose a style of teaching materials, the choice of business topics, text structure, text forms, exercises, vocabulary lessons, the typical sentence, CD-ROM content items each were compared. This paper aims to Business Chinese textbook for two comparisons, the two materials used in a number of recommendations. Chose these two materials is based on the consideration of three aspects: First, the two materials were published in 2010, new text books, the text reflects the basic line business and the reality, and reality will not be contrary to age-old; Second, from the point of view of teaching methods, teaching materials are equipped with two audio CDs and silent teaching of modern teaching methods with each other, especially the "common business language", with the scene type of arrangement, both for business Chinese teaching with multimedia, but also for attached to a remote network platform business Chinese education services. Third, the two similar objects of teaching materials. "General Business Chinese" for certain overseas Chinese Proficiency (equivalent to HSK score level 3 or above) to learn Chinese business persons, "with the study with the use of Chinese business" is a set for beginning and intermediate level Chinese in China students or overseas Chinese readers to learn written language learning books. Finally, the preparation of their own characteristics based on the two different styles, contrasting, more meaningful comparison.
引文
①蔡莉《国内商务英语教材编写和出版的现状与分析》2006年
②《北京商务汉语(初级)》(罗陈霞,唐兴全,周晨萌,等2010年)
③《商务汉语的特点及其教学》(朱黎航2003年)
④关道雄《关于学生对于中级商务汉语学习需求》
⑤《对外汉语教学概论》(赵金铭2004年)
⑥胡明扬《语言文字应用》1996年第1期
⑦彭军2002《多媒体教学的优势》
[1]蔡莉.国内商务英语教材编写和出版的现状与分析2006.
[2]关勇.国际商务概论.北京:高等教育出版社,2002.
[3]郭笑一.国际商务谈判教程.上海:立信会计出版社,1997.
[4]汉语水平等级标准和等级大纲.中国对外汉语教学学会汉语水平等级标准研究小组.北京:北京语言学院出版社,1988.
[5]《语言文字应用》教育部语言文字应用研究所
[6]罗陈霞,唐兴全,周晨萌,等北京商务汉语(初级)2010.
[7]李杨.中高级对外汉语教学论.北京:北京大学出版社,1993.
[8]李杨.对外汉语教学课程研究.北京:北京语言文化大学出版社,1997.
[9]梁能.现代经济学管理学教科书系列国际商务.上海:上海人民出版社,1999.
[10]刘珣等.对外汉语教学概论.北京:北京语言文化大学出版社,1997.
[11]刘珣.对外汉语教育学引论.北京:北京语言大学出版社,2000.
[12]吕叔湘.汉语语法分析问题.北京:商务印书馆,1979.
[13]彭军2002《多媒体教学的优势》2002
[14]王晓升.语言与认识.北京:中国人民大学出版社,1994.
[15]张永昱.新一代商务汉语教材建设的初步设想.东北财经大学学报,2004(4).
[16]周健,唐玲.对汉语教材练习设计的考察与思考.语言教学与研究,2004(4).
[17]赵金铭.对外汉语教材创新略论.世界汉语教学,1997(2).
[18]赵金铭.论对外汉语教材评估.语言教学与研究,1998(3).
[19]赵金铭等.新视角汉语语法研究.北京:北京语言文化大学出版社,1997.
[20]朱黎航.《商务汉语的特点及其教学》2003.
②《北京商务汉语(初级)》(罗陈霞,唐兴全,周晨萌,等2010年)
③《商务汉语的特点及其教学》(朱黎航2003年)
④关道雄《关于学生对于中级商务汉语学习需求》
⑤《对外汉语教学概论》(赵金铭2004年)
⑥胡明扬《语言文字应用》1996年第1期
⑦彭军2002《多媒体教学的优势》
[1]蔡莉.国内商务英语教材编写和出版的现状与分析2006.
[2]关勇.国际商务概论.北京:高等教育出版社,2002.
[3]郭笑一.国际商务谈判教程.上海:立信会计出版社,1997.
[4]汉语水平等级标准和等级大纲.中国对外汉语教学学会汉语水平等级标准研究小组.北京:北京语言学院出版社,1988.
[5]《语言文字应用》教育部语言文字应用研究所
[6]罗陈霞,唐兴全,周晨萌,等北京商务汉语(初级)2010.
[7]李杨.中高级对外汉语教学论.北京:北京大学出版社,1993.
[8]李杨.对外汉语教学课程研究.北京:北京语言文化大学出版社,1997.
[9]梁能.现代经济学管理学教科书系列国际商务.上海:上海人民出版社,1999.
[10]刘珣等.对外汉语教学概论.北京:北京语言文化大学出版社,1997.
[11]刘珣.对外汉语教育学引论.北京:北京语言大学出版社,2000.
[12]吕叔湘.汉语语法分析问题.北京:商务印书馆,1979.
[13]彭军2002《多媒体教学的优势》2002
[14]王晓升.语言与认识.北京:中国人民大学出版社,1994.
[15]张永昱.新一代商务汉语教材建设的初步设想.东北财经大学学报,2004(4).
[16]周健,唐玲.对汉语教材练习设计的考察与思考.语言教学与研究,2004(4).
[17]赵金铭.对外汉语教材创新略论.世界汉语教学,1997(2).
[18]赵金铭.论对外汉语教材评估.语言教学与研究,1998(3).
[19]赵金铭等.新视角汉语语法研究.北京:北京语言文化大学出版社,1997.
[20]朱黎航.《商务汉语的特点及其教学》2003.