二语教学语用体系与创新课型探索

Towards a pragmatic system for L2 teaching and innovation in course type

语用学的学术研究是二语教学中语用教学的基础,但在实践中如何把相关的语用知识系统地落实到课堂、课型、语言活动和测试中,这是教师、学生和研究者都必须面对的问题。本文以国际中文教育中的创新课型(用中学)为例,探索课型背后所依托的相关理论,通过该课程的设计理念、课程内容、教学模式和学生反馈,描述并指出语用为纲的理念系统在二语教学中落地时我们所碰到的难题和应对方法。文中的讨论、阶段性成果介绍和观点基于过去20年来笔者和团队的实践和探索。在语用为纲理念的框架下,包括该创新课程的整个语言教学和科研项目多年来的正常运作(包括顺利的和曲折的),可以说明这一理念在教学和测试中落地的可行性。

Findings from academic research on pragmatics provide the foundation for L2 teaching where pragmatic factors are involved.How to systematically implement these factors in class,course type,language activities and assessment,however,remains a major problem for many teachers,learners and researchers alike.With reference to an innovation in course type(learning while using)in International Chinese Language Education,this paper explores relevant theories behind such an in⁃novation and,while discussing course design and content areas,teaching models and feedback from learners,describes and highlights the problems and possible solutions encountered in the implementation of the pragmatic approach in L2 teaching and learning.Discussions in this paper,including points of view and facts,are supported by actual practices in the past 20 some years.It is argued that the normal operation(including the smooth ones and those with complications)of a sizeable L2 program,as well as related research,as part of regular teaching programs at a leading university over the years can serve as a strong support for the feasibility of such an approach.