输入处理指导与汉语初级阶段语法教学——以“就”和“才”的习得与教学为例

Processing Instruction and Basic Chinese Grammar Instruction——the Effects and Components on the Acquisition of Adverbs “就” and “才”

“就”和“才”是初级阶段语法习得与教学的难点之一.从认知策略角度看,学生倾向于先根据语义内容清晰的时间、数量等成分来获取句子的整体意义,这就导致他们忽略这对副词本身所含有的语法意义以及语序要求.为改变这种认知策略,本文提出在该语法项目的教学中尝试“输入处理指导”,并介绍具体步骤方法以及初步的调查结果.

Chinese adverbs“就”and“才”are two of the most difficult items for learn.ers at the beginning level.Learners at early stage tend to judge the whole sentence meaning by relying on the contextual words expressing time,quantity or others.This processing strategy,we argue,may cause learners to skip over the grammatical features of“就”or“才”themselves.We suggest it would be necessary to redesign the instructional syllabus concerning the instruction of“就”and“才”.“Processing Instruction”is an input-based explicit grammar instruction with an emphasis on changing learners’inappropriate input processing strategies.This paper discusses the relative effects of a quasi—experimental study of teaching adverbs“就”and“才”on Chinese language teaching through“Processing Instruction”.