对外汉语教学语法体系研究思路述评——从语言共性与个性的视角

发布时间：2018-01-28 05:07

本文关键词： 对外汉语教学语法体系意念范畴意念大纲　出处：《北京大学学报(哲学社会科学版)》2002年04期 　论文类型：期刊论文

【摘要】：自 195 8年《汉语教科书》出版以来 ,对外汉语教学语法体系基本上维持原貌。面对这种现状 ,对外汉语教学界一直在尝试较好地把汉语语言研究、对外汉语教学研究的成果系统引入教学语法体系。关注语言共性与个性的研究 ,汲取其立论精神 ,从意义的表达入手在整体上把握汉语语言系统的结构规律 ,以弥补立足于形式的汉语语言描写的不足 ,不但有助于改进对外汉语教学语法体系 ,而且对汉语语言理论研究的发展也具有重大价值
[Abstract]:Since the publication of the Chinese textbook in 1958, the grammar system of teaching Chinese as a foreign language has basically maintained its original appearance. In the face of this situation, the field of teaching Chinese as a foreign language has been trying to study the Chinese language better. The achievement system of teaching Chinese as a foreign language (TCFL) is introduced into the teaching grammar system. It pays close attention to the study of language commonness and individuality, and draws on its theoretical spirit. It is not only helpful to improve the grammar system of teaching Chinese as a foreign language, but also to grasp the structural law of the Chinese language system from the perspective of meaning expression in order to make up for the deficiency of the formal Chinese language description. It is also of great value to the development of Chinese language theory.
【作者单位】：北京大学对外汉语教育学院
【分类号】：H195
【正文快照】： 科德尔 (Ｓ .ＰｉｔＣｏｒｄｅｒ)认为 ,第二语言教学主要课题以及涉及的因素可以分为三个层次[1] (Ｐ13 ) :表 1　　第二语言教学的主要课题层次表性质主角课题第一层次政策性的政府的决策部门是否开展教学工作 ?教什么语言 ?教给谁 ?第二层次语言学的 (包括与社会学、心

【参考文献】