結構、功能、篇章：語法循序教學
由 wcla 在 週一, 2007-07-09 15:34 提供
第一卷第一期 | 語法教學，循序教學法，結構與功能，完成體“了”，“把”字結構
作者
屈承熹（Chauncey C. CHU）
摘要
本文倡議在華文教學中，以循序方式教學語法。主張於學習初期，應先著重“原型”形式及功能之教學。然後配合學生對華語知識及技能的成長，再行透過各種由引申而得的語用功能及篇章組織效應，逐漸分階段引介各種“非原型”的變異結構。文中最後，舉完成體“了”和“把”字結構為例，說明如何實施華語語法的循序教學。
關鍵詞
語法教學，循序教學法，結構與功能，完成體“了”，“把”字結構
Abstract
This papers deals with how to teach grammar in a graded program for the Chinese-as-a-foreign-language curriculum. It advocates a structural approach in the initial stage by focusing on the prototypical form and function of a grammatical structure. As the learner progresses in his knowledge and skill of the language, less and less prototypical cases are introduced in terms of their extended pragmatic functions and discourse-organizing capabilities. The perfective-aspect marker LE and the BA-construction are used to illustrate how such a graded teaching program can be implemented in practice.
Key words
pedagogical grammar, graded teaching program, structure and function, perfective “le”, “ba”-construction