拼录在国际汉语教学中的使用情况研究

Application of Typing to TCSL

随着多媒体技术的飞速发展,语言的输入与输出已经不仅仅局限于耳听、口述、手写等传统模式,利用各种电子设备进行机打汉语的拼录练习,已经逐渐成为新型的辅助汉语教学方法,但是拼录是否适用于所有汉语课程?不同汉语水平的学生实际拼录情况存在什么差异?拼录有哪些潜在问题?文章就这些疑问对都柏林大学孔子学院的师生展开调查。结果显示:第一,学生汉语水平与开展拼录的频率、多样性成正相关,且学生总体上输出类活动多于输入类活动;第二,综合课学生使用拼录的频率最高,文化课学生使用频率最低,目前教师在课下组织的拼录活动普遍多于课上;第三,学生们易受电子智能化的干扰,产生了一系列拼录问题。由此,建议针对除文化课以外的课程,采用“分层级”的方式开展拼录活动,加强“逐一拼打”式练习,以“二次打分法”规范学生的拼录行为。

With the rapid development of multimedia technology,the input and output of language is not limited to the traditional mode of listening,speaking,reading and writing.Typing Chinese by various electronic devices has gradually become a new auxiliary Chinese-teaching method.But is typing suitable for all Chinese courses?What are the similarities and differences for students with different Chinese proficiencies actually?What are the potential problems in the typing activities?This paper analyzes these problems by investigating the teachers and students of the Confucius Institute of Dublin University.The results go as follows:(1)The higher the Chinese proficiency,the more frequency and diversity of typing activities,the more output activities than input activities;(2)students use it in the comprehensive course most,while those in the culture course use it the least.At present,teachers organize more typing activities after class than in class;(3)students are vulnerable to electronic intelligence interference which has caused a series of typing problems.On this base,the paper gives the following suggestions:it is good to adopt a“hierarchical typing”approach except culture courses,strengthen the“step-by-step”typing exercise,and standardize the“twice-scoring”typing evaluation.