关于语用为纲理念在教师培训中如何落实的探讨

On Pragmatic Framework: How It Can Be Implemented in Teacher Training

本文重点讨论语用为纲在教师培训环节"怎么做"的问题。作为语言学习四大环节之一,教师培训和教学活动是保证语用大纲、课程和教材中所包含的理念落到实处的关键。如何把抽象变具体,把隐性变显性,关键在提供一个可操作的模型,本文介绍的特别课型"语言文化实习课"是这方面的尝试。主要观点包括:(1)在理念上,确认语言结构为手段,语言运用为目的;(2)在教学过程中,确保语用为纲的原则贯穿语言学习的全过程;(3)在实际操作中,不断探索、验证并最后确认行之有效的模式,把语用为纲的原则落到实处。这是在华语二语教学中继测试、课程设置这两个环节之后又一个落实语用为纲理念的操作模式。

This paper focuses on ＂how to＂ train teachers so that they are more sensitive to pragmatic factors in language use. In addition to understanding the importance of pragmatic and cultural context in teaching, many teachers would welcome specific guidelines and ＂models＂ because they need hands-on practices before they can really follow a pragmatic approach in CSL teaching. The major points made in this paper include （1） the recognition that language use is the aim while knowledge of language structure is the means; （2） Pragmatic Framework as the guiding principle should be used in all stages of the learning process; （3） experimental research needs to be carried out in search of specific models for the implementation of the pragmatic principle in teacher training, as well as other key stages （e.g. assessment, curriculum design） .