利用海外当地资源:把“真实”的汉语引进课堂

On the use of local authentic resources in overseas Chinese classroom teaching

本文详细描述了作者在汉语课上的一个教学实践活动，即有计划、有系统地让母语为汉语（普通话）的中国人参与到课堂教学活动中来，使之成为课堂教学、尤其是口语会话技能训练的一个有机部分。本文通过Krashen（1982）的“语言输入假设”（Input Hypothesis）和Long（1996）的“交际假设”（Interaction Hypothesis）阐述了此教学实践的理论依据和实际效益，以及把母语为汉语的非教学人员带进汉语课堂的教学结果。文章按照教学顺序，描述了从会话活动前的一系列准备到会话活动本身以及会话活动之后的教学安排。通过此教学实践，作者认为，如果有计划地利用当地资源把母语为汉语的中国人纳入到教学大纲和课堂教学计划内，对在海外进行汉语教学将事半功倍。

This article is a detailed description of the activities of a Chinese class conducted by the author, in which native Chinese students were invited to participate in the teaching in a planned and systematic way and this was made part of the teaching, especially of the training of speaking skills. It has expounded Krashen＇ s input hypothesis （1982） and Long＇ s interaction hypothesis （1996） and made them as the theoretical basis of this method. The author believes, after the experiment of this method, that the teaching of Chinese in non-Chinese environments will achieve twice the result with half the effort, if the participation of native Chinese in classroom Chinese teaching activities is subsumed into the syllabus and teaching plan.