语用为纲教学体系的逆向设计--以华语二语教学为例

A Pragmatic Approach in CSL Teaching:Reverse Design

本文从比较宏观的角度系统阐述了语用为纲的教学理念,并以华语二语教学的实践和实际操作为例,具体介绍了这个逆向设计教学体系的四大环节,包括能力测试、课程设置、教材编写、教学活动与教师培训。虽然多年来的实践已经证明语用体系用于教学的可行性,但其创新本质意味着体系形成和实践过程中所碰到的问题远远多于解决的问题。语用为纲的教学理念关注运用,除了结构本身,还关注语言功能与结构、语境和语体之间的关系,重在能力培养,目标是正确加得体。笔者认为作为网络时代的语言教师,我们不必迎合潮流,但必须随着社会的发展随时审视我们的"一贯"做法,善用时代的机遇并不断实践,以使语言教学与时俱进。

This paper explores various issues related to the use of a pragmatic approach in teaching Chinese as a Second Language(CSL),which pays more attention to other factors in language use than language structure. With examples from the five key stages in CSL teaching and learning,namely assessment,curriculum design,teaching materials preparation,teaching activities and teacher training,the author describes problems encountered and some of the solutions applied in the process of developing and systematically implementing such an approach. In addition to pronunciation,vocabulary and grammar,the pragmatic approach as described in this paper calls for more attention to linguistic functions in context and style in language use. Such an approach is expected to lead to communication that is not just linguistically correct,but culturally appropriate. No matter what approach is adopted,however,it depends on the teacher realizing what is already built in at each of the stages. Obviously,teachers don’t need to go with any trend in pedagogy without questioning,rather,we need to take a critical look at what we are so used to and make use of what our time has to offer,including not just technology of the internet era but also findings from sociolinguistics.