《体验汉语》(初级)汉字教学“可教性假设”研究

A Study of the "Teachability Hypothesis" of Chinese-character Teaching in Elementary Experiencing Chinese

＂可教性假设＂对教材的编写与设计有重要的理论指导意义。《体验汉语》系列教材在汉字教学设计上顺应了＂可教性假设＂的预设,使二语学习者更易于实现汉字的有效输出和进阶。汉字教学＂文＂＂语＂分离、认写分流是降低汉字学习难度的前提,汉字部件概念的教学输入是突破汉字教与学瓶颈的关键。汉字教学遵循汉字造字原理和由独体而合体的习得顺序,重视学习者的心理准备和程度上的可接受性,有助于学习者正确的学习策略选择及汉字学习的事半功倍。＂趣味性＂与＂功用性＂是汉字＂可学性＂持续的两个重要动因。

＂The Teachability Hypothesis＂ is of great significance to the compilation and design of teaching materials.The series textbooks of Experiencing Chinese comply with the presupposition of the ＂Teachability Hypothesis＂ in the design of Chinese-character teaching,which can help second language learners achieve effective output and advance more easily.The pattern of speaking-writing and literacy-handwriting in Chinese character teaching individually is the premise of reducing the difficulty of Chinese-character learning.The input and teaching of the concept of Chinese-character components is the key to breaking through the bottleneck of Chinese-character learning and teaching.Chinese-character teaching should follow the principles of character-building and acquisition in the order from sole characters to compound characters,attach great importance to learners＇ ＂psycholinguistically ready＂ and the level of acceptability,which can help the learners choose the correct learning strategies and learn much faster.Interest and pragmatism are two important motivations of sustainable＂learnability＂.