摘要
文章以“巴别塔”故事为喻,阐述了汉语作为第二语言教学从学科诞生之始至今在学科基本认识论上存在的问题与基本分歧,分析了这些问题和分歧产生的原因,探讨了汉语作为第二语言教学的“二元论”教学论基础的科学性与必要性,提出应在正确认识汉语内部的各种“二元分离”的基础上,建构合理严谨的汉语教学论,确保汉语习得的效率和学科的健康持续发展.
Based on the metaphor of“Babel”.this article expounds the problems and differences on basic epistemology and their causes of Teaching Chinese as a Sec—ond Language(TCSL)since the birth of the discipline till date.The“dualist’’pedagogy basis of TCSL iS proven to be scientific and necessary.This article advocates that a logical and rigorous pedagogy should be formed for TCSL based on the proper knowl—edge of various internal“binary separations”of Chinese SO as to improve Chinese acqui—sition efficiency and promote the sound development of the discipline.
