试论结构型语言教学大纲——兼论汉语教学语法体系分级排序问题

On the structural syllabus—Also on grading and sequencing of items in a pedagogical Chinese grammar

如何给语法项目分级、排序是对外汉语教学与研究领域讨论多年的焦点论题之一。从语言难易度、使用频率等角度进行分级、排序 ,能够达到相对合理的程度 ;从认知心理学角度分析 ,按语法项目排列的结构型大纲很难与学习者的"内在大纲"相匹配 ,这是结构型大纲存在"可接受性"问题的本质原因。以现有的认知水平而言 ,这一难题尚无法克服。

The issue of grading and sequencing of items in a pedagogical Chinese grammar has been the focus of discussion in the circle of teaching Chinese as a foreign language since long. This paper holds that comparatively rational grade and sequence can be obtained by taking into consideration of difficulty levels and usage frequency count of grammar items. From the point of view of cognitive psychology, however, the rule-based structural syllabus could not map the learner’ s build-in syllabus. Here lies the essential cause of the problem of 'learnability' with the structural syllabus, which, at the present level of cognition, could not be solved.