“基于用法”的语言观及语法教学中的三对关系

A Usage-based Examination of Three Dichotomies in Grammar Teaching

进入21世纪后,语言学理论及语言教学的图景都发生了深刻的变化。主流语言学理论从传统的规定主义,经过了结构主义、转换—生成语法等"基于规则"的语言理论,目前已进入以认知语言学为主要代表的"基于用法"的语言理论时代。这种从"基于规则"到"基于用法"的范式改变正在颠覆着我们传统的语法观和语言教学观。本文从"基于用法"的语言理论视角,结合近年来国内外语言教学理论与实践,尝试重新梳理语法教学中形式和意义、知识和技能、语法和词汇这三对重要关系。文章认为,"基于用法"语言理论中意义优先的观点、语法技能的观点以及语法—词汇连续体的观点,为语法教学研究和教学实践提供了新的视角和理论资源。

The landscape of linguistic inquiry and language teaching has undergone profound changes in the 21 st century.The＂rule-based＂language theories governing mainstream linguistics in the schools of prescriptivism,structuralism and transformative-generative grammar are giving way to the＂usage-based＂theories as typically represented by cognitive linguistics.This paradigm shift from ＂rule-based＂to ＂usage-based＂theories of language is reshaping our understanding of language and language teaching.The usage-based language theories provide us with a new perspective of looking at the important concepts and their relationship in grammar teaching.The present paper is making an attempt to reexamine the relationships of some fundamental dichotomies such as language form and meaning,knowledge and skills,and grammar and lexis,from the perspective of usage-based language theories.It is maintained in this paper that the thoughts of primacy of meaning,grammaring and lexisgrammar continuum provide us with new perspective of grammar teaching research and practice.